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Scouts - 17 quick and easy parachute games to play

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If you’re in search of imaginative new activities, we’ve put together 17 of the most exciting, easy and entertaining parachute games for you to explore. From games that will spark your creativity to others that will put your teamwork to the test, there’s a game for you. So, gather your friends, hold on tight to your parachute, and get ready to soar to new heights!

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Welcome to The Male Montessorian Blog!
‘Everything I care about makes me more worldly, not less. Worldly in the sense of connected to the ripples...’ - Donna Haraway
This blog was formed out of a desire to explore ideas related to gender in early childhood education and care (ECEC), with a specific focus on gender in Montessori early childhood spaces. Gender diversification efforts in the United Kingdom (where this project originates) have narrowly focused on the recruitment and retainment of men in ECEC. While men’s involvement has the potential to unsettle narrow framings of gender, ‘The Male Montessorian’ was created in 2015 in response to problematic discourses seen in public debates, discussions and policy interventions, where men were positioned as ‘rescuers’ of a ‘failing’, ‘feminised’ system of education. This has come to be known as ‘recuperative masculinity politics’. A politics that shifts the blame onto working-class women, single mothers, communities of colour and non-heteronormative families. The platform is thus interested in problematising ‘recuperative masculinity politics’, instead offering narratives and practices shaped by a feminist ethic of care. The title ‘The Male Montessorian’ was partly chosen in humour, poking fun at the idea that there ever can be a singular ‘Male Montessorian’, but also as a way to interrogate what constitutes ‘The Male Montessorian’. The aim is thus to engage with alternative conceptualisations of gender that foreground a staying with and embracing of difference, moving towards practices of justice and care. Contribute to TMM?
We are always looking for people to contribute to TMM. If you are interested, please get in touch via the contact form.

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Would you like to support your child's ability to tell a story?

If so, Rory's Story Cubes could help

The ability to understand and express stories or narrative is a vital skill for children to develop. Rory's Story Cubes is comprised of 9 six-sided cubes which all have a unique, detailed and easily distinguishable image. You roll the cubes and tell a story.
With each roll of the cubes, new possibilities emerge. The number of stories that can be created are infinite.

Even though it is a game, it offers a great opportunity for children to learn the important components involved in story telling such as planning, creating the setting, sequencing events in addition to higher level skills such as discussing feelings, understanding actions and consequences and creating resolutions. It also helps children to understand and use "wh" question words (what, who, where, when and why).

These cubes provide good visual cues to assist with telling a story and stimulate creative thinking. Each story will be random and there is never a wrong way to go about telling it! With each new shake of the cubes, new possibilities will emerge creating excellent learning experiences and allowing creativity and imagination to go wild! It works best with groups but can also be played solo.

As a Speech and Language Therapist with a large interest in supporting narrative development, this tool comes highly recommended.

Written By

Elaine Baldwin Senior Speech and Language Therapist at Sensational Kids, Clonakilty

Where Can I Purchase Rory's Story Cubes?

Rory's Story Cubes are available from Sensational Kids Child Development & Learning Store

Copyright Sensational Kids CLG 2018

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The Benefits of Using Rory's Story Cubes to Support Your Child's Development | Sensational Kids

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The ability to understand and express stories or narrative is a vital skill for children to develop. Rory's Story Cubes is comprised of 9 six-sided cubes which all have a unique, detailed and easily distinguishable image. You roll the cubes and tell a story. With each roll of the cubes, new possibilities emerge.

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Resource Toolkit for Professionals and Voluteers

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Resource Toolkit for Professionals and Voluteers

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Resources for professionals and volunteers

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On this page you will find a range of resources that you can download for your nursery, baby class or business that will help spread the word about Tiny Happy People.

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Forest School Association | What is Forest School? | Forest Schools | Nature Premium

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Now availableRRP £29.99 ** FSA Members get a massive 30% discount ** This A4 size 256 paged comprehensive and illustrative guide to setting up a Forest School is a compilation of knowledge and wisdom from some of the Forest School Association's most experienced trainers, leaders and members.

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The three Characteristics of Effective Learning (CoEL) are:

Playing and exploring - children investigate and experience things, and "have a go"

Active learning - children concentrate and keep on trying if they encounter difficulties and enjoy achievements

Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

We know that learning through play is pivotal in early years, including in the CoEL, but the way in which children are given opportunities to play varies drastically from setting to setting.

"Play is central to learning and for most children it is natural and unthwartable."
(Page, Clare and Nutbrown 2013:76)

Taking this into account, we must as practitioners reflect on the power that embedding the CoEL can have for all children's learning and development and the influence that this will have for play opportunities offered to children.

In relation to the CoEL the DfE Statutory Framework (2021) states:

"In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately."
(DfE 2021:15)

Taking a more detailed approach in reference to supporting the CoEL, Birth to 5 Matters (Early Years Coalition. 2021) express that children need consistent lived experiences of autonomy alongside support for their growing awareness and control of the processes of thinking and learning.

The CoEL can allow children to engage in deep level learning through their play and exploration within an environment which allows them to explore, be curious and to follow their own lines of enquiry. One example of this is a child in a setting discovers that the toys left overnight outside are frozen in a bucket and cannot be released. The skilled practitioner supports with effective questioning and engages in sustained shared thinking to promote the child's curiosity and problem solving. The child recalls what her dad did to defrost the car windscreen, and communicates this to the practitioner, who supports the thinking process. Through following their own lines of enquiry, the child releases the toys.

The child may go on to explore further the effects of temperatures on water, by leaving water around different parts of the environment indoors and out.

Early years practitioners in settings which thrive on developing high quality provision within a stimulating environment, make provision for the CoEL, so that when evident in practice, these can contribute to the development of a high-quality environment with knowledgeable practitioners who are aware of how young children learn.

Playing and exploring/ Engagement - children investigate and experience things, and "have a go"

In early years settings where the level of engagement is high, the indoor and outdoor environment, and the adult's role within it, is designed to allow continuous observation, reflection and adaptation of the environment to maximise the opportunities for learning, allowing children to lead their learning. For example, if a child is observed taking the playdough cake across the setting to the oven in the role play area, then the action would be to provide a second oven near the malleable area.

Consideration should also be given to children's feelings of safety and belonging, experimentation and mistakes need to be viewed as part of the learning process. Promoting a culture where space is given to allow children to wallow in free-flow play will in turn enhance children's feeling of wellbeing and involvement leading to deeper engagement.

Time is another vital factor when supporting this aspect. Reflecting on the recent work of Alison Clark and the Froebel Trust there is a case for allowing children to feel unhurried and to engage in slow knowledge and in turn receive a 'timefull' approach to their early years.

"The case is made for a 'timefull' approach to Early Childhood Education and Care (ECEC) that can offer a more sustainable and play focused approach to early childhood across generations and communities."
(Clark 2022:123)

Active learning /Motivation - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements

In addition, we should reflect here on Piaget's views that children are 'lone scientists' who experiment and explore with the world.

Children's deep level involvement can be enhanced through the provision of challenges through science, technology, engineering and maths (STEM). These provide children opportunities to use their problem solving skills, using creativity and design, whilst adults support through a sustained shared thinking approach to extend this learning. One setting we spoke to told us: "One example of this type of challenge, is to provide the children with a small crate of turnips and ask them if they can make a turnip tower. The skills involved in this challenge, can demonstrate children's creativity in problem solving in a variety of ways, demonstrating the characteristics of effective learning".

Creating and thinking critically/thinking - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

These challenges can be provided throughout the environment.

Loose parts play can encourage children's thinking skills and allow for deep level engagement. Allowing children to mix their own paint using powder paint, or providing primary colours only, can allow children to explore, investigate colour mixing and establish their ideas. Through deconstructed role play children can express their ideas through creativity and develop. This approach promotes inclusivity and allows all children to explore and learn at their pace and stage of development.

Drawing on approaches such as Reggio Emilia we must recognise the power of creativity and critical thinking and see these not as a stand-alone aspects of learning but integral to the learning process

"This institution, in fact, can play a very special role in cultural development and real socio-political experimentation, to the extent that this moment (designing) and this place (the school) can be experienced not as a time and space for reproducing and transmitting established knowledge but as a place of true creativity."
(Rinaldi et.al 2021:62)

In her earlier work when Rinaldi talks about the critical and creative thinking that is evident in children's work in Reggio Emilia, she states that children have been paid extraordinary attention and respected deeply, and this seems to have made all the difference. A key value in these settings is that of seeing the children as "competent" learners and researchers. Creativity is not just the quality of thinking of each individual it requires a context that allows it to exist, to be expressed and to become visible.

Embedding the CoEL in your practice is about ethos and vision. Reflection on how you support this through provision, documentation, interactions and relationships is key.

We need to allow for all children to have freedom in their play with time and space to enable children to experience the awe, wonder and joy that leads to a lifelong love of learning.

Clark, A. (2022) Slow knowledge and the unhurried child: time for slow pedagogies in early childhood education. Milton: Taylor & Francis Group

Early Years Coalition (2021) Birth to 5 Matters: Non-statutory guidance for the Early Years Foundation Stage.

Department for Education (2021) Statutory framework for the early years foundation stage.

Page, J., Clare, A. and Nutbrown, C. (2013) Working with babies & children : from birth to three. Second edn. Los Angeles: SAGE.

Rinaldi, C. (2021) In dialogue with Reggio Emilia : listening, researching and learning. Second edn. Abingdon, Oxon: Routledge, Taylor & Francis Group

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Characteristics of Effective Learning - The Golden Thread in the EYFS

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The three Characteristics of Effective Learning (CoEL) are: Playing and exploring - children investigate and experience things, and "have a go" Active learning - children concentrate and keep on trying if they encounter difficulties and enjoy achievements Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

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Qualified in landscape design, Julie Mountain has specialised in supporting schools and Early Years settings so that they can make the most of the potential of outdoors for learning and play.

An experienced trainer and facilitator, Julie launched Play Learning Life in 2010 in order to focus on outdoor projects in and with schools, settings and families. She has created a number of online Masterclasses for Early Years TV, including Outdoors on a Shoestring and 5 Dangerous Things (you should let children do).

Julie is currently writing a series for Nursery World magazine, where she has visited six past Award winners in the Enabling Environments category, which is the focus of this Early Years TV session.

In this session, Julie discusses the six settings she visited and some of the common themes, which included freedom, choice, sheltered spaces for privacy and individual time, while still allowing for outdoor play. She explains how the adult role was crucial in creating a safe and nurturing environment and even though each setting was unique in their setup and resources, they could still follow the Early Years Foundation Stage (EYFS) curriculum successfully.

Unsurprisingly, Julie discussed storage, loose parts, how the use of second-hand materials and a less controlled environment outdoors can foster a sense of ownership and agency in children.

Julie also praises the relationships between adults and children in these settings, noting that the trust and connection allows for risk-taking and joyful play.

Links:
https://www.plloutdoors.org.uk/training
https://www.nurseryworld.co.uk/
The nurseries Julie visited are:
https://www.dandelioneducationltd.com/about-us
https://beatlewoods.co.uk/
https://www.kidsplanetdaynurseries.co.uk/find-a-nursery/stretton/
https://www.ashbridgeschool.co.uk/ashbridge-nursery-hutton/
http://www.holmsdalemanor.co.uk/

And you can find the Nursery World conference on the 7th of November here:
https://www.nurseryworld.co.uk/nursery-world-conferences
https://physicaldev.com/nurseryworldphysicaldevelopmentintheearlyyears2023/en/page/programme

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Julie Mountain on Winning Enabling Environments - Early Years TV

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In this session, Julie discusses the six settings she visited, which have previously won Nursery World 'Enabling Environments' category. She discusses some of the common themes and some of the unique aspects of each setting. Julie praises the relationships between adults and children in these settings, noting how this fosters...

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If you enjoyed this free video and found it useful, why not join Early Years TV Premium?

EYTV Premium gives you instant access to all 250+ of our amazing videos with a free Professional Development Certificate for every interview you watch.

And at just £12.50 per month It really is the very best value high quality professional development you can get!

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Free Video: Lynnette Brock and Vicki Abrahart on SchemaPlay - Early Years TV

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Don't forget to log in to get your certificate if you're an Early Years TV Premium member. Or if not you can Join Early Years TV Premium to get instant access to all our 200+ amazing videos plus a certificate for every one you watch. Join Early Years TV Premium...

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Growing a Nursery School from Seed Webinar

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Growing a Nursery School from Seed Webinar

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Growing a Nursery School from Seed Webinar 19 11 20

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Maria Montessori, often considered the first female physician in Italy, innovated the Montessori approach to education. The Montessori method concentrates on the specific developmental needs of the child. Montessori believed that everyone learns differently, and at their own pace. She created a new type of classroom, a prepared environment, to accommodate and stimulate the individual interests of her students. The Montessori method has successfully been practiced for over a century. Here, at Baan Dek, we're proud to recognize and carry on that tradition.

The paradox of education is that once you learn something new, you disrupt the way things once were. What makes Montessori so relevant today, is that it prepares children for real world experiences. The focus is not on how to memorize, recite, or even how to solve a problem, but instead how to think through, understand, and ultimately invent new questions, for tasks yet to be determined. In a very real way, we believe that Montessori was the only system of education adequately prepared to address the unique challenges of the twenty-first century.

Montessori Independence

If there is one trait that exemplifies the success of a Montessori school, it is that their students are creative, socially responsible, and highly independent. If independence is coveted above all else, it is because it creates the freedom that is needed to develop both academically and socially. Essentially, Montessori helps children to think and act for themselves, independently and with the courage of thought.

The Origin

One way to describe the history of Montessori is to share her scientific observations. She witnessed that children were born with a natural propensity to learn. They didn't need to be forced, or instructed, they only needed to be taken seriously, and offered the opportunity to learn spontaneously, in accordance with their own interests. When you meet the individual, developmental needs of children, they are empowered to teach themselves.

Biography

Maria Montessori was born in Italy in 1870. She graduated from the University of Rome Medical School in 1896 becoming one of the first female Italian physicians. Maria Montessori innovated the Montessori approach to education, which is focused on "following the interests of the child". She spread her vision throughout the world. Montessori died in the Netherlands in 1952.

The Montessori method, philosophy and materials help satisfy the natural tendency of children to follow their interests. As they actively explore the classroom, an emphasis is placed on process, rather than product, and children develop a sense of order, independence, and concentration, as they participate in a community of learners. In a phrase, Montessori offers children the opportunity to form a concrete appreciation of abstract concepts.

One of the most important things to consider when choosing Montessori, is if the Montessori school that you are interested in is certified and if the teachers are Montessori trained. Anyone can use the Montessori name, as Montessori never patented her method, so it's important to research the qualifications of the school. Baan Dek is the first and only accredited Association Montessori Internationale in the state of South Dakota.

Practical Life

Practical Life, often considered the bedrock of Montessori, serves as a wonderful transition from home to school. Laying the foundations for later work, and building upon current skills, children learn the rhythm of the classroom. By means of a series of activities, from pouring a glass of water to learning how to tie shoelaces, children are afforded the opportunity to discover their independence.

Sensorial

As Montessori believed, and science continues to corroborate, children come to develop an appreciation of the world via their senses. They taste, hear, smell, touch and see, as they navigate their surrounds. At this formative age, they don't yet have the means to classify what they encounter. The Sensorial area will help children organize their thoughts, as they work to refine their senses.

Language

One of the many unique traits of Montessori is how children come to learn language. Since sounds are the first things children hear, even before they know how to speak, or have developed a lexicon of what specific words mean, we start with phonetics. Emphasis is placed on understanding, as opposed to memorization, as children learn how to write and read. As Montessori says, anyone can learn to read Shakespeare, but not everyone can truly understand.

Math

If there's one way to describe Montessori, it's that the only way to understand the abstract, is first through the concrete. Nowhere is this more apparent than in math. Through a series of progressive exercises, children come to develop a deep and rich appreciation for, and understanding of, addition, subtraction, multiplication and division, by using physical, tangible materials.

Culture

As a renaissance woman, Montessori was committed to the idea that children should be well-rounded, both academically and socially. At this formative stage, she felt that children should be introduced to a wide variety of topics. With this in mind, the Cultural area encapsulates science, botany, zoology, history, and geography. Also, art and music, to be sure, play a vital role.

✓ Emphasis placed on cognition & social formation.

✓ Teacher as guide of classroom.

✓ Environment and method promote self-discipline.

✓ Primarily individual instruction.

✓ Teacher encourages collaboration.

✓ Mixed-age group of children. Child chooses their own work.

✓ Self-teaching materials help child learn concepts.

✓ Child is allocated time to complete lessons.

✓ Learning pace set by individual student.

✓ Internal reinforcement of learning success.

✓ Personal feelings of progress.

✓ Child is free to work in the classroom.

✓ Group participation elective.

One of the primary reasons there are so many misconceptions about Montessori is because it contains so many layers. Beneath the surface of the activities and materials, an abundance of theories swarm. Over the years, and in a concerted effort to make Montessori more transparent, we've collected a series of visuals, to try to extrapolate the rich and fertile soil of Montessori. In many respects, it's one of those things that needs to be seen, to be believed.

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Accredited Montessori in Sioux Falls, South Dakota

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Accredited Montessori in Sioux Falls, South Dakota

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Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:

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The Adult Role Part 1 - Leading or following?

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Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates.

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The Disappearance of Childhood: Michael Morpurgo examines how the media and marketing have encroached on the lives of children. Episode 28 of 30

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Learning on Screen - The British Universities and Colleges Film and Video Council

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This article was featured in our 2023 Spring edition of Montessori Life magazine. Read full issues online (AMS members only).

AMS members also receive a print subscription to Montessori Life magazine. Become a member today to receive your own subscription plus access to the complete digital archives.

In our work, my fellow Infant & Toddler Montessori guides and I engage in a continual study of where each child is developmentally, and based on these observations, we create and re-create the environment to meet their needs. The Montessori Birth Centre in Rome grew out of the Montessori School for Infant Assistants, founded by Adele Costa Gnocchi, an early student of Montessori's, who applied Montessori's ideas to her courses geared for caregivers of children under the age of 3. The focus of these courses, and the Birth Centre, was not materials but observation. The advice was "Eyes to See With." The primary focus for each "Assistant to Infancy" student was to study each child and create a suitable environment for them.

We view the environment as a live ingredient, to be adapted and improved right down to the smallest details so that it may best answer the children's needs. . . . The main objective is to favour uninterrupted individual exploration which is the child's natural state of activity. (Il Quaderno Montessori, 1993, p. 62)

Much of the work at the Birth Centre was practical living. For those of us who observe infants and toddlers, it is apparent that what is most attractive to the child in the unconscious absorbent mind, from birth to about age 3, is the real work in the home and the Montessori environment. Infants and toddlers absorb everything around them and begin to imitate; they revel in being able to do what their parents and teachers, and older children, are doing. This imitation is often the beginning of concentrated work. Setting the table, feeding themselves, cleaning the table, washing dishes, cleaning spills, blowing their nose, helping with laundry, watering the garden, washing the tables, cleaning the windows, recycling trash/food, pouring their milk, and preparing food-these activities are all totally engaging to the older infant and toddler. Maria Montessori (1946, p. 65) wrote of the value of this real Practical Life work:

When children are given the means to be active, not merely with toys to play with, but child-sized tools and materials so they can participate in the real life they see around them, their whole character changes. They show a strong desire to be independent and to do things by themselves, without any adult help. They want to become masters of their own minds, bodies, and environment.

We Infant & Toddler guides incorporate Practical Life activities into our environments to allow real work, concentration, and repetition. Children show pride in this work; they are proud of their ability to be like their parents and Montessori guides. Our time is spent modeling rather than teaching. This is an important difference between Montessori Infant & Toddler guides and traditional teachers.

In addition to their desire to engage in real Practical Life work, children from birth to age 3 are becoming aware of nature. Infant & Toddler guides take children outside to walk and explore, guided by Montessori's words about the importance of nature:

There must, however, be provision for the child to have contact with Nature; to understand and appreciate the order, the harmony, and the beauty in nature; and also to master the natural laws which are basis of all sciences and art, so the child may better understand and participate in the marvelous thing which civilization creates. (Montessori, 1966, p. 105)

Sitting, lying, or crawling in the grass as an infant, or walking or playing in a field or in a wooded area or exploring a stream or a pond as a toddler: these are fascinating and engaging activities that support children's needs for movement and exploration. Nature provides new sensory experiences and rich opportunities for language. Children delight in the wonder of nature and collect "treasures" on their outdoor adventures, which can be brought back to the environment and added to a nature basket.

During my years as a Toddler guide, the children and I would begin many mornings with a walk outdoors or into the woods. I observed that these experiences in nature resulted in peace and calmness. After our morning walk, as the children returned to the environment, they would joyfully engage with the materials and activities that we had prepared for them. There was no need for circle time or advice to "choose some work." The movement and exploration in outdoors was a natural segue into the same relaxed interaction with the indoor environment. In pleasant weather, extending the indoor environment outdoors supports independence and choice. There are some children, just as there are some adults, who prefer to work outdoors. Indoors and outdoors, Infant & Toddler guides support children's need for movement, choice, and exploration.

As children begin transitioning from the unconscious absorbent mind to the conscious absorbent mind, we guides observe that we need to do more for them. We may also be absorbing expectations from parents or other Early Childhood educators, or may want to model what we have seen in other programs or what we experienced in our own early education. Since we work in a Montessori community, there are always spare Sensorial materials in the closets. It would be so easy to just bring these didactic materials (what some people call "real Montessori materials") into our rooms for our children with the aim of "offering them more" or helping them transition to the next level. However, I believe it is important to explore why placing didactic materials in the Infant & Toddler environment may not be a good idea. My concern lies at the heart of Montessori education-respect.

Our coursework at the Infant & Toddler level involves hours of observation, child development, and environmental design. Our Infant & Toddler environments are very different from those of children in the conscious absorbent mind (Early Childhood environments). We spend hours and hours observing, changing the environment, and creating materials to meet the child's changing interests and needs. Adult learners in an Infant & Toddler teacher education course are required to do a 24-hour "overview" of Early Childhood. This gives us an idea of where the children go from our environments, helps us in identifying when children are ready to transition, enhances our ability to talk to parents about what happens next, and offers us the opportunity to see the developmental progression of Montessori education.

In contrast, Montessori Early Childhood adult learners have approximately 35 - 40 hours of classroom time studying the Sensorial materials, an additional 15 or more hours of practice (alone and with other adults), and extensive practice with children during their practicum in preparation for an examination before certification. They spend similar amounts of time in Practical Life, Mathematics, and Language. The brief "overview" that Infant & Toddler adult learners receive pales in comparison to the hundreds of hours Early Childhood adult learners spend studying, practicing, and working with children using the didactic materials. While we Infant & Toddler educators focus on the skill of observation of the child's development to meet the infant's and toddler's needs, Early Childhood educators have thoroughly engaged in the study of when, how, and in what sequence to present didactic materials to engage the child from 3 to 6. As Infant & Toddler guides, we welcome the respect we are given for the skills we have developed and the environments we create for children in the unconscious absorbent mind. I believe we must extend that same respect to Early Childhood educators for the skills they have developed though hours of study, practice, and observation of children in the conscious absorbent mind.

"If a teacher sees that material is used in a way that will not attain its goal,...she should prevent him from continuing."

Among Infant & Toddler guides, the question of whether we can include didactic materials in our environments arises from time to time. There seems to be a difference in the response to this question. On visits to Infant & Toddler environments, I sometimes see the Knobbed Cylinders, the Pink Tower, the Broad Stairs, and the first Color Box. When I ask guides about why they chose these materials, they usually respond that the children need more and are attracted to these materials and love to work with them. I agree with each of these responses, but there are alternatives to the didactic materials. In an environment where children in the unconscious absorbent mind are allowed to explore with the materials, the didactic materials are often used inappropriately. Maria Montessori (2007, pp. 154-155) wrote about two types of misuse of materials:

If a teacher sees that material is being used in a way that will not attain its goal, . . . she should prevent him from continuing. The second type of error is due to a kind of ill will, to negligence on the part of the teacher, as for example when a child drags the whole stand of solid insets around as if it were a cart, or when he builds houses of the spools of coloured silk, or walks on the rods laid out in a row.... When material is used wrongly so as to create confusion, or for needs that it can't satisfy, it is not really used at all. . . . This prevents the child from being able to concentrate and therefore from being able to grow and develop.

Our Early Childhood guides ask us not to use the didactic materials because when they are presenting them, the children who have used them before will say, "I've already done that." They will be speaking truthfully, but they have not necessarily "done that" in the way these materials were intended to be used.

In albums presented in the first AMS Infant & Toddler course in the U.S., I saw a presentation in which every other cube of the Pink Tower was shown as a Toddler material. This did not come from the Birth Centre. In response to an interest in didactic materials for Toddlers, there is a "Montessori" catalog that offers the "Toddler Pink Tower" with 5 cubes, the "Toddler Brown Stairs" with 5 stairs, and the "Toddler Cylinder Block" with 4 cylinders. An Early Childhood guide, being true to Montessori, would consider this is a distortion of the purpose of these materials. The Sensorial materials help the child understand the decimal system-a system of ten. This is not possible with every other cube. Although these materials are pitched as being "authentic," they are not true didactic materials.

As the child moves toward consciousness, their motor skills have become more refined, their perceptions have become more precise, they can follow longer cycles of activity, they use their language to solve problems, and their enjoyment of imitating the adult's meaningful activities has become very strong. We observe that these children are ready for an Early Childhood environment. Montessori educator Judith Orion writes about this in her essay " Transitions ":

I am often queried about the optimal time to move children from the Infant Community to the Primary class. It is a question raised in schools, raised by parents, and questioned particularly by the Primary class directress. Over the years I have seen many children held too long in an Infant Community only to watch these "normalized" children regress into deviated states and then be deemed "not ready" for the move to the Primary class.

Transitions are often delayed by lack of space in Early Childhood classrooms, parent apprehension about entering an environment with many more children, or even the child not mastering toilet learning. Each concern can be resolved. This is worthy of another discussion. Despite delays in transitions to Early Childhood, we observe that these children need more challenging materials and experiences. I believe we can meet these needs without didactic materials.

"Despite delays in transitions to Early Childhood, we observe that these children need more challenging materials and experiences. I believe we can meet these needs without didactic materials."

We Infant & Toddler guides have created a large variety of materials and experiences for children. Some have not worked and have been discarded immediately, but others have been successful. The American Montessori Society offers a list: "Core Materials and Activities for Infant and Toddler Programs" (2015, amshq.org). There are no didactic materials on this list. The art of Infant & Toddler education relies on the keen observation of the guide and their creativity in making materials that meet each child's needs. Where do we begin with the child who does need more before their transition to the Early Childhood classroom? I would suggest that, rather than offering didactic materials, guides start with Practical Life activities that include extra or more challenging steps. Here are a few examples:

1. Several years ago, I saw Joan Rodriguez of Village Montessori in Miami present at an AMS conference. She had video of her individual banana bread-baking activity for older toddlers. We sent one of our Hope Montessori Infant-Toddler guides to Miami to see bread baking, and then we established it in our classrooms. The child does the entire process (except the baking): washes their hands, puts on the apron and chef's hat, mixes the ingredients, pours the batter into the baking container, takes the bread to the kitchen for baking, washes the dishes, picks the bread up after baking, and serves it at lunch. This became such a popular activity that the younger children would stand and watch the older child do the entire process. Later they would imitate the same process, step for step. Hats off to Joan for her contribution.

2. In the Hope Montessori Infant-Toddler environment, we create lots of dirty clothing and cloths. We set up a clothes-washing activity on a covered porch outside the classroom. The children would put on an apron, get water with a pitcher, add soap (as much as we put out), and use a scrub board to wash the cloths. There was a drying line, at which the children used clothespins to hang the cloths for drying. Then they emptied the water inside, dried up the table, hung their apron, and eventually folded the dried cloths.

3. We have lots of gardens outside each environment and around the building. In April or May, we set up a planting activity indoors. Children put on an apron and garden gloves, get a pot, fill it with soil with a garden shovel (kept in a bucket below the table), choose seeds from a packet with the picture of the vegetable, plant the seeds, water the seeds, and put the pot on a table, where they can continue to water it until it is warm enough to plant outside. Cleanup steps followed.

This activity leads to further gardening responsibilities: The children plant their seedlings outside when the soil has warmed sufficiently. Watering, mulching, pulling weeds, harvesting, preparation of food using the vegetables, and turning the garden for the winter with our compost follows. It is wonderful if you can unify what is going on inside your environment with what is happening in nature.

In conclusion, we are so fortunate to work in paradise, with children who are in love with the world. We can choose to avoid materials that are yet to come for the children and engage them in real practical work. Instead of "preparing the children" with didactic materials, we can engage them in work that offers sensory experiences, elicits extended concentration, allows care of the environment, leads to long cycles of activity, allows the practice of Grace and Courtesy, connects the classroom environment to nature, and provides language that flows from real work. Our creativity will be the "more" we can offer our children. Employing the craft we have worked so hard to develop, we will truly prepare our children for their Early Childhood environment.

References

American Montessori Society. (2015). " Starting a Montessori school: Materials."
Il Quaderno Montessori. (1993). The Montessori Birth Centre Association in Rome (Italy): An idea, a story from 1947 to today (no. 39).
Montessori, M. (1946). Education for a new world. Kalakshetra Publications.
Montessori, M. (1966). What you should know about your child. Kalakshetra Publications.
Montessori, M. (2007). The discovery of the child. Montessori-Pierson Publishing Company.
Orion, J. A. (n.d.). " Transitions." Montessori Guide.

About the Author

David Shelton-Dodge, MEd (he/him), has spent over 40 years as a Montessori educator. He and his wife, Susie, are the 2023 AMS Living Legacies. Together, they established Hope Montessori Infant-Toddler Community, in 1982. David served as head of school for 38 years and as a Toddler guide for 26 of those years. Currently, he is the Infant-Toddler practicum director for Hope Montessori Educational Institute and conference coordinator. He is AMS-credentialed (Infant & Toddler). Contact him at david@hopemontessoritraining.com.

Interested in writing a guest post for our blog? Let us know!

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Do Didactic Materials Belong in the Infant & Toddler Classroom? (From the Spring 2023 Issue of Montessori Life Magazine)

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Many believe didactic materials represent the essence of Montessori's teachings. However, Maria herself thought of her Method as going far beyond the materials. In this article, David Shelton-Dodge evaluates if didactic materials still belong in Montessori Infant & Toddler classrooms.

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Background

"A child is a treasure, to be nurtured, to grow, to flourish."

First published in 1996, the Te Whariki approach is recognised internationally as an innovative curriculum that recognises the important role of social and cultural learning and of relationships with people, places and things.

The name Te Whariki is a Maori word meaning "woven mat" (see the diagram below). It weaves the foundational principles, strands and goals together to represent the interrelatedness of these components of the curriculum. The actual curriculum itself is provided by the people, places and things in the child's environment, such as the adults, the other children, the physical environment and the resources. Te Whariki does not provide any guidelines for content or teaching methods. These are designed at a local level and reflect the diverse families, multiple communities, cultures and tribes that are represented in early childhood education in New Zealand.

"Competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society."

The updated 2017 version includes a stronger focus on bicultural practice, the importance of language, culture, identity, and the inclusion of all children.

Principles

"Stand strong, O moko. The reflection of your parents. The blueprint of your ancestors."

Four principles underpin the Te Whariki curriculum.

Empowerment (Whakamana)

The curriculum empowers children to learn and grow. Children are respected and valued, which enables them to learn and develop their true potential. The role of the teacher is to support all children to take part in a wide range of enriching experiences which develops their competence and confidence for their future lives. Play and playfulness is highly valued and is the basis on which children develop knowledge, skills and ideas. They learn to make decisions and judgments. Because all cultures are respected and included the teachers seek the input of children and their parents when creating their unique curriculum.

Holistic Development (Kotahitanga)

The dimensions of human development are cognitive, physical, emotional, spiritual, social and cultural. They are all related and connected with other aspects of learning. This holistic approach considers the child as a person who wants to learn. Teachers ( Kaiako) make themselves aware and take into consideration the different views that cultures may have on child development and the role of the family.

Family and community (Whanau Tangata)

These are considered integral to the curriculum and are encouraged to participate in and contribute to the developing curriculum. A child's wellbeing is interrelated with the wellbeing of their teachers and parents. Their culture, knowledge and community are acknowledged, and teachers respect the parents' aspirations for their children. Diverse cultural groups have different beliefs, traditions and child-rearing practices that value specific knowledge, skills, attitudes and dispositions.

Relationships (Nga Hononga)

Children learn through responsive and reciprocal relationships with people, places and things. The environment for children embraces respectful relationships, encouragement, warmth and acceptance. Children are presented with a wide range of experiences that include important cultural tools, both material and psychological. This expands children's participation and contribution to their world.

These principles underpin the following five strands of child development.

1. Wellbeing - Children have a sense of wellbeing and resilience. Children's health is promoted and their emotional wellbeing nurtured. They are kept safe from harm and begin to appreciate healthy eating, nutrition and take part in physical activity. They develop self-worth, identity, confidence and enjoyment, together with emotional regulation and self-control.

2. Belonging - Children know they belong and have a sense of connection to others and the environment. Each child is treated with respect and diversity is valued. Children know they have a place and feel comfortable with routines, customs and regular events. Feeling that they belong contributes to their wellbeing and gives them the confidence to try new experiences. Children see their own culture, language and world views valued, and the achievements and aspirations of each child's family and community are respected.

3. Contribution - Children learn with and alongside others. There are equal opportunities for learning and children are affirmed as individuals. Teachers recognise and build on each child's strengths, allowing them to make their own unique contribution. Children develop responsive and reciprocal relationships with the teacher and other children. These interactions help children learn to take another person's point of view, empathise, ask for help, see themselves as a help to others and discuss or explain their ideas. Working together for the common good develops a spirit of sharing, togetherness and reciprocity which is valued by many cultures.

4. Communication - Children are strong and effective communicators. Children develop non-verbal and verbal communication skills. They have opportunities to experience stories and symbols of their own and other cultures. They find different ways to be creative and expressive, eg sign, mathematics, visual imagery, art, dance, drama, rhythm, music and movement. Traditional storytelling, arts and legends, proverbs and metaphoric language support children from some communities.

5. Exploration - Children are critical thinkers, problem solvers and explorers. Play is valued as meaningful learning, spontaneous play is recognised as they imagine, invent and experiment. Through play they gain confidence and control of their bodies. They learn to strategise during exploration, thinking and reasoning. They make sense of the natural, social physical and material worlds. Children learn through play by doing, asking questions, interacting with others, devising theories about how things work and then trying them out. They begin to develop attitudes and expectations that continue to influence their learning throughout life.

What inspiration can be drawn from Te Whariki?

The Te Whariki document has a wealth of information that can inspire the way we develop our own curriculum for the uniqueness of the children in our care. Here are just a few ideas that could be considered that may enhance the experiences for children.

The revised EYFS 2021 encourages us to design an appropriate curriculum for the children in our care. Te Whariki states: "Children learn and develop best when their culture, knowledge and community are affirmed and when the people in their lives help them to make connections across settings." Relationships with family and community are highly valued.

How effective is your practice at including families/carers/community in the co-construction of a curriculum for each child? How well do you design a curriculum that builds on children's interests and fascinations, and what they already know and can do? Is there plenty of opportunity for children to experience the awe and wonder of nature both indoors and outdoors? What opportunities can you find to immerse children in nature?

The wellbeing strand looks to teachers to provide consistency, continuity and stability within the environment, which enables children to feel safe and confident. This is fundamentally about teachers demonstrating trust and respect by acknowledging their ideas and feelings whilst responding sensitively to children.

When children start at your setting, do you take time to build a trustful relationship with parents/carers? Do key persons spend enough time with the parents/caregivers to understand the little things that are important to the child and family? For example, do you find out how nappy changes are given, how the baby likes to have their bottle, how a toddler likes to sit at a table for meals, that a pre-schooler likes to say goodbye in a certain way? Do practitioners refrain from being judgmental and avoid being seen as critical of any aspect of parenting?

Developing a sense of belonging and safety are key values within Te Whariki. The approach advocates the benefit of creating a personalised and safe environment for children in which respect and diversity are valued. When children feel loved and secure, they are much more likely to excel.

Do staff think about how they are perceived by children? Do they pay attention to what they are doing with a child and how they are communicating with them? Do they tune into children, un-busy themselves in order to slow down and be mindful and sensitive with them? Read more about this on the Pikler Approach website. How do children learn about the cultures of all families and how are these valued within the setting? How do children learn about and become involved in aspects of the local area?

The contribution strand involves developing a "positive learner identity" and awareness of their own strengths. This involves the development of emotional competence, a process which starts in infancy and involves them identifying and regulating their own emotions. Adult support is important while the brain develops coping mechanisms for self-regulation and self-management.

Do practitioners acknowledge and let children express their emotions? Do they use natural and spontaneous moments for teaching emotional skills, plus offer relevant and meaningful occasions to practise these skills? See this article on self-regulation.

Summary

Te Whariki was introduced in New Zealand in 1996 and updated in 2017. It is a well-respected document throughout the world.

Te Whariki translates as "woven matt" in Maori. The principles and strands are woven together and form the vision for children.

Teachers are tasked with weaving the principles and strands, in collaboration with children, parents, and communities to create a local curriculum for the setting. The curriculum is seen as "a mat for all to stand on".

The approach focuses on the child and family, looking at children's learning through their eyes.

It brings different approaches, philosophies and contexts together to form an approach that will be identifiable but unique from place to place.

Further reading:

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Te Whariki - New Zealand's approach to Early Years curriculum

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"A child is a treasure, to be nurtured, to grow, to flourish." First published in 1996, the Te Whariki approach is recognised internationally as an innovative curriculum that recognises the important role of social and cultural learning and of relationships with people, places and things.

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Founded on the following aims:- children grow up competent, confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in their knowledge that they make a valued contribution to society.

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Reconfiguring the Male Montessorian the mattering of gender through pink towering practices

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When considering the lives of the rich and famous, it is always tempting to look for the secrets of their successes. So here's a brain teaser: what do the cook Julia Child, the novelist Gabriel García Márquez, the singer Taylor Swift, and Google's founders Larry Page and Sergey Brin all have in common?

The answer is that they all attended Montessori schools as young children. In the US, the schools' influence in the art and tech world has long been noted. But the reach of the educational method goes far beyond that. Indian independence leader Mahatma Gandhi was a fan, and described how children taught with it "felt no burden of learning as they learnt everything as they played". Rabindranath Tagore, the Nobel-Prize-winning poet, set up a network of Montessori schools to free children's creative self-expression.

But does the method actually work?

It is more than a century since the Italian doctor and educator Maria Montessori designed her famous principles, which encouraged children to develop autonomy from a young age. Her life offers an inspiring story of an early feminist who dared to defy the Fascist regime in the pursuit of her dream. And according to some estimates, there are now at least 60,000 schools across the world using the Montessori method.

Remarkably, however, the benefits of a Montessori education remain a matter of debate. This is partly due to the inherent difficulties of conducting scientific research in the classroom, meaning that the existing studies have been subject to severe criticism by sceptics. It is only recently that researchers have been able to resolve some these issues, and their conclusions make intriguing reading for teachers, parents, students - and indeed anyone who is fascinated by the malleability of the infant mind.

Playing with breadcrumbs

Montessori was born in the small Italian municipality of Chiaravalle in 1870 to progressive parents, who frequently mingled with the country's leading thinkers and scholars. This enlightened family environment provided Montessori with many advantages over other young girls of the time.

"Her mother's support was vital for some important decisions, such as her enrolment in a technical school after her elementary education," says Elide Taviani, a member of the board of directors of the Opera Nazionale Montessori in Rome, Italy - the organisation founded by Montessori to research and promote her educational methods. Her parents' support also proved to be essential for her decision to study medicine, a field that was dominated by men.

"Maria Montessori's family were always extremely sensitive to social issues," adds Taviani, such as the fight for female emancipation - a battle that Montessori would continue into adulthood. "She represented an important reference point for other women of the era."

Children are encouraged to complete activities with as little adult interference as possible (Credit: Davies/Topical Press Agency/Getty Images)

Family Tree

This article is part of Family Tree, a series that explores the issues and opportunities families around the world face today - and how they'll shape tomorrow. You might also like:

Climb other branches of the family tree with BBC Culture and Worklife.

Soon after graduating, in 1896, Montessori began work as a voluntary assistant in a psychiatric clinic at the University of Rome, where she cared for children with learning difficulties. The rooms were bare, with just a few pieces of furniture. One day, she found that the children were enthusiastically playing with breadcrumbs that had dropped on the floor, says Catherine L'Ecuyer, a researcher in psychology and education at the University of Navarra in Spain and author of The Wonder Approach. "It then occurred to her that the origin of some intellectual disabilities could be related with impoverishment." With the right learning materials, these and other young minds could be nurtured, Montessori concluded.

The observation would lead Montessori to develop a new method of education that focused on providing the optimum stimulation during the sensitive periods of childhood.

At its centre was the principle that all the learning materials should be child-sized and designed to appeal to all the senses. In addition, each child should also be allowed to move and act freely, and use their creativity and problem-solving skills. Teachers took the role of guides, supporting the children without coercion or control.

Montessori opened her first "Casa dei Bambini" - "Children's House" - in 1907, and it soon spawned many others. Over time, she also forged connections with visionaries around the world, including Gandhi. Perhaps surprisingly, when the Fascists first came into power in Italy in 1922, they initially embraced her movement. But they soon came to oppose the emphasis on the children's freedom of expression. According to Taviani, Montessori's values had always been about human respect, and "the rights of children and women. But the Fascists wanted to exploit her work and her fame."

Things reached a breaking point when the Fascist regime tried to influence the schools' educational content, and in 1934 Montessori and her son decided leave Italy. She would only return to her homeland in 1947, and she continued to write about and develop her method until her death in 1952, at the age of 81.
Children in charge
Today there are many different kinds of Montessori schools, not all of which are recognised by Opera Montessori, but certain fundamental principles have remained intact. One is the idea of teachers as gentle guides, encouraging the children to complete the activities with as little adult interference as possible.

"Our children learn to self-manage," says Miriam Ferro, the headteacher of the Ecoscuola Montessori in Palermo, Sicily, which welcomes children from their first few months up to the age of six.

Some subjects at Ecoscuola are similar to those taught in other pre-schools and schools, such as mathematics and music. But there is also a segment called "practical life" that goes right back to Montessori's original vision of children's autonomy. It involves real-life practical tasks, such as serving drinks to their classmates. For safety, teachers would take charge of boiling the water, but the children would play active roles in cleaning the work surface and then presenting the drinks to others. "And during breakfast and lunch they are also self-directed, taking it in turn to lay the table and serve their classmates," says Ferro.

Maria Montessori developed a new method of education that appeals to children's senses, encouraging them to use their creativity and problem-solving skills (Credit: Alamy)

The method encourages independence, but also, collaboration. Children of different ages are taught in the same classroom, so that the six-year-olds, for example, can help the three-year-olds. There are no tests or grades, to avoid competition between pupils. Each session is three hours long, to allow the children to immerse themselves in what they are doing. The learning materials are designed for being handled and explored with all the senses, such as letters and numbers made of sandpaper, which the child can trace with their finger.

As cheerful and sensible as this concept may sound, does it bring about any tangible benefits, beyond those seen in a typical classroom?

It may seem like a simple question, but it's very hard to answer. Research suggests there may be benefits to specific aspects of a Montessori education - but the results come with important caveats. That's because the standard scientific process used to find out if something works or not, is difficult to apply to the classroom.

To measure the effects of an intervention scientifically, you would typically conduct a randomised controlled trial. This involves randomly allocating the participants into two groups - the "experimental" group who are given the intervention, and the "control" group who undergo a comparable, but different, procedure that is not expected to have the desired effect. If those who received the intervention did better those who did not, you can conclude that it has worked as desired. In medicine, the people in the intervention group might receive a real tablet, while the control group might receive a 'placebo' pill that looks just like the real thing, but does not contain the active ingredients.

Unfortunately, it is very hard to apply the same rigour to the testing of educational interventions. You might decide to compare pupils in Montessori schools to those in some other educational system. But many Montessori schools are fee-paying, and the parents' choice may be related to many other confounding factors that could also influence a child's progress. It's not just the parents' wealth that matters. "Parents sending their children to a Montessori school may be more engaged in their education, so their own educative style at home may positively influence their success," explains Javier Bernacer at the Institute for Culture and Society, University of Navarra in Spain.

Certainly, some studies had appeared to demonstrate a range of benefits for children's development, but we can't be sure if it's a result of the Montessori method or whether it's simply due to their privileged background.

Angeline Lillard, a professor of psychology at the University of Virginia in Charlottesville, has attempted to overcome these issues by looking at a particular Montessori School in Milwaukee, the US. Children who applied for the school were selected through a lottery system. This random selection should eliminate those other confounding factors - allowing Lillard to be more confident that any differences were down to the Montessori method itself. Analysing their progress at age five, Lillard found that the children who went to the Montessori school tended to have better literacy, numeracy, executive function and social skills, compared to those who had attended the other schools. And at age 12, they showed better story-telling abilities.

As positive as these results are, it's worth noting that this was based relatively small sample of pupils. Chloe Marshall at the University College of London Institute of Education says that Lillard's results provide the most rigorous test yet, "but it's just one piece of evidence, and we need replication in science".
The benefits of "unstructured time"
Looking at the education and psychology literature more generally, however, Marshall suspects that the method does bring some benefits, without any downsides. For example, there is some recent evidence that providing children with unstructured time, in which they are allowed to get on with their own activities without too much interference from an adult, does lead to greater independence and self-direction - and this approach is at the very heart of the Montessori method.

There is also some evidence that children in classrooms that only use the verified Montessori learning materials perform better than classrooms with other kinds of educational objects - suggesting that their unique design does benefit early learning.

Solange Denervaud, a neuroscientist at the Centre Hospitalier Universitaire Vaudois in Switzerland and a former Montessori teacher herself, is similarly positive. In a recent study she found that children who attend Montessori schools tend to have greater creativity, which, in turn, seemed to be linked to better academic outcomes. (Although she was unable to obtain a fully randomised sample of pupils, she tried to make sure that she was comparing children of similar intelligence and socioeconomic backgrounds in an attempt to eliminate some of the confounding factors.)

Maria Montessori believed that with the right learning materials, young minds can be nurtured (Credit: Corbis/Getty Images)

Denervaud suspects that the advantages derive from the children's experience of taking the lead on their learning activities from a young age, and the increased opportunity to find their own solutions to a problem and to learn from their mistakes - all of which should encourage more flexible thinking. "It's a safe space to do trial and error," she suggests.

Might the success of Montessori alumni reflect these benefits? Marshall says we need to reserve judgement, since we don't yet have convincing evidence on the long-term benefits. Denervaud is more positive: given her results, she believes that Montessori education could help people to get ahead in creative industries.

"When you're at school, you're building the architecture of your mind," she says. It would make sense that people who have learnt to be self-motivated, flexible, and cooperative at a young age should have an advantage later in life, she says.
The Montessori brand
Whatever the true benefits of the method, there is certainly something appealing about the central idea - and its proponents have made a huge success of marketing its message of a liberated, self-directed childhood free from the tyranny of conventional education. Maria Montessori was tireless in the promotion of her method and her successors have continued spreading the world.

"It has become, not by accident, a 'brand'," explains Gianfranco Marrone, a professor of semiotics, the study of signs and symbols, at the University of Palermo. He points to the rise of brands and marketing since the 1980s, which extends to educational institutions. The name Montessori, he suggests, is now associated with a high quality of education, and even a life philosophy, that has attracted many parents.

Ironically, however, many schools today bear Maria Montessori's name while only loosely adhering to her methods. This is because the word is not trademarked. While there are official Montessori institutions in different countries providing teacher training and accreditation, this is not necessary for schools to use the term in their advertising.

"It is increasingly difficult to find authentic Montessori education," says L'Ecuyer, who worries that some schools may simply be following a trend, without truly embracing the principles regarding child autonomy, or the length of the learning sessions - all of which could influence important outcomes. The lack of consistency in applying the method may explain why there is variability in measures of the Montessori method's benefits, including some failures to note any advantages over other educational systems.

Marshall is more sanguine about these changes. While she agrees that the diverse approaches can sometimes skew assessments of the Montessori method, she also recognises that the movement may need to adapt to social and technological change. Take electronic devices, and their many uses in education: "That's not something she could have written about."

It's a testament to Montessori's work that, more than 100 years after she opened her first school, educators are still wrestling with her theory, and that it is continuing to inspire serious research. And given the enticing recent results, it may continue to fire conversations for another century.
* Alessia Franco is an author and a journalist focusing on history, culture, society, storytelling and its effects on people. She is @amasognacredi on Twitter. * David Robson is a writer based in London. His most recent book is The Expectation Effect: How Your Mindset Can Transform Your Life, published in early 2022. He is @d_a_robson on Twitter.
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Montessori: The world's most influential school?

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When considering the lives of the rich and famous, it is always tempting to look for the secrets of their successes. So here's a brain teaser: what do the cook Julia Child, the novelist Gabriel García Márquez, the singer Taylor Swift, and Google's founders Larry Page and Sergey Brin all have in common?

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Outdoor play is a big part of growth, development and wellbeing for children. Outdoor play ideas include tummy time, ball play, nature walks and bike rides.

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A toolkit to support organisations who want to foster positive connections and conversations in their groups and communities. The activities encourage people to share stories, and to do this we use different objects to prompt people to talk about memories and experiences.

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NCRM resource | Storytelling Toolkit: Methods using Objects by Sophie Woodward

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A toolkit to support organisations who want to foster positive connections and conversations in their groups and communities. The activities encourage people to share stories, and to do this we use different objects to prompt people to talk about memories and experiences.

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Exhibition gives insight into children’s play in lockdown

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Photographs, art, poetry and videos made around the world during the pandemic will be displayed online by Young V&A

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Introducing simple, everyday objects can improve creativity, boost social and problem-solving skills and support inclusion.
"A 'loose parts' toy, is open-ended; children may use it in many ways and combine with other loose-parts through imagination and creativity. Nature, which excites all the senses, remains the richest source of loose parts."
Richard Louv, Author

If you any ideas to share, let us know at info@playscotland.org

Loose Parts Play - A Toolkit

The aim of the toolkit is that more children will have access to loose parts play and that adults in the play, early years and education sectors will feel more comfortable and confident about introducing loose parts play within their settings.

This updated edition offers:

a greater focus on skills that help adults to facilitate loose parts play sensitively and respectfully

more starting points to link loose parts play with education, curriculum, wellbeing, social and care contexts

a wider range of 'snapshots' and case studies illustrating real-life application of loose parts play theory in the field

more pages to print, photocopy and share

Who is the Toolkit for?

The Toolkit will be useful for:

people working directly with children and teenagers, in many types of setting

people in management and leadership roles

play and community associations and networks

"When children interact with loose parts, they enter a world of "what if" that promotes the type of thinking that leads to problem solving and theoretical reasoning. Loose parts enhance children's ability to think imaginatively and see solutions, and they bring a sense of adventure and excitement to children's play".
(Dale and Beloglovsky)

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Loose Parts Play - A Toolkit The aim of the toolkit is that...

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For this series, we've been thinking a lot about the iconic tools that some of us remember using - if only for a short time - in our early schooling. Things like the slide rule and protractor, Presidential Fitness Test and Bunsen burner.

Today we explore the simple, powerful tool that is still alive and well in some early learning classrooms: the wooden block. You might call it the anti-app.

Measurement. Balance. Math. Negotiation. Collaboration. And fun. The smooth maple pieces need no recharging, no downloading.

"Let's just put these blocks up," says 4-year-old Jacques. "I think this will probably work. Be careful, Corrine."

"I know," says Corinne, who is also 4.

With focused intensity, Jacques and Corinne work to balance and secure two semicircular wooden blocks atop two long, straight ones.

Whoa, careful, it's leaning!

The tower collapses to the carpeted floor at Stanford University's Bing Nursery School.

They work the problem.

It is Silicon Valley, after all. Fail early, fail often, kids. Iterate. Collaborate.

Jacques makes a pitch for stability.

"Corinne, I think if we just put a little on each side and used the right amount where mine was, it would work," he says. "OK?"

"OK, let's try," says Corrine. "OK!"

The tower grows.

Then, to paraphrase Homer, the tower falls thunderously and the blocks clatter about.

"It keeps falling down! Maybe a little higher," Jacques says, resisting the urge to lose patience.

The block party is on. Soon other kids wander over to try to help build this hour's great random structure.

"If we can't do it, we could build something else!" "OK, what?"

Two blocks or four? Big or small? What shape? This negotiation and collaboration, pre-K style.

"Those are the kinds of skills that we need later on," says Jennifer Winters, the Bing school's director. "We'll need to learn to work together on projects, to collaborate, to bounce ideas off one another."
Building A World
Don't call it a comeback: Blocks have been here for more than 100 years.

In 1913, progressive educator Caroline Pratt designed "unit blocks" as a central part of the curriculum at the school she founded in New York City, which still uses blocks.

Pratt wrote of blocks: "I wanted something so adaptable children could use it without guidance or control, I wanted to see them build a world ... to re-create on their own level the life about them ..."

Pratt's vision and ideas greatly influenced the founders of Bing, which is a laboratory school. That means Stanford's psychology department conducts research on child development there, and students assist the professional staff of preschool teachers.

"Pratt observed that the real learning was occurring when they (kids) had unscheduled, free play time," says Winters. "Children still need those hands-on, tactile materials to make sense of the world."

Several early childhood studies have shown that children who play with blocks have better language and cognition skills than control groups. Others have looked at the power of blocks to help teach math, as well as the relationship between unstructured play materials and learning. Research has shown that math skills are the biggest predictor of later academic success.

"What's special about the blocks is that they provide an excellent venue, an excellent platform for parents and children to engage with one another. Which is really critical, not just to children's language development, but to their cognitive development generally and their social development as well," says Dr. Dimitri Christakis, a pediatrician, researcher and professor.

But they're also just a lot of fun.

At Bing there is no prescribed "block period." The kids are simply given time for open-ended exploration. Tightly scheduled events aren't part of this school.

"It's a little bit of sucking the joy out of it: 'Now you have to do this,' as opposed to wanting to do that," Winters says.

The school's emphasis is on free-range play. Here blocks - along with clay, paint, sand and water - are the basic materials preschoolers use every day.

Wander in, wander off. Play hard, live free.

"When children are allowed time to think, to observe, to interact with their environment, their minds are bringing in all this information," says Todd Erickson, one of Bing's head teachers.

"With that gift of time, it really unlocks a lot of creativity, a lot deeper thinking because they can mull and let their unconscious work on it."
'Solving For X'
And blocks, lots of them, aren't just used inside.

In the school's spacious, grass-covered yard, 4-year-old Yuri works alone turning large, hollow outdoor building blocks into her imaginative play area. A stage is born.

She looks at the spaces between two sides and starts to grapple with different sized pieces to bridge the gap.

See, in a sense, she and other kids working with blocks are really starting algebra, Erickson says.

"Essentially they're solving for X," he says. "They've got one piece on one side and one piece on the other and a distance to fill. So what is that amount going to be, what does the length of that block have to be to bridge, to sit at both edges of the block. It's the beginning of mathematics, really."

The blocks are all multiples and fractions of a basic unit. Director Winters says it is really a way to start on math. "They're not just stacking up and making a wall," she says. "Children can do complex math projects with blocks even into elementary years, and we forget that."

Ten focused minutes later, Yuri loses interest. A swing beckons.

But two other girls wander over and turn Yuri's half-built stage into a makeshift obstacle course. Dramatic, imaginative play ensues with blocks as the props.

Erickson says he's regularly in awe of the continuing pedagogic and play power of these basic pieces of sanded maple.

"I think they are so simple that's it's very easy to look down on them, almost, to disqualify them in terms of their complexity," he says.

"There's work with balance. Science. Math. Social emotional language. All these things interweave so beautifully in such a sophisticated way for such a basic material. It's really amazing."

Today, blocks are still in heavy use in pre-K and kindergarten classes across America. But block use overall is in decline. No, there are no hard numbers on this. But anecdotally, teachers say free play time is slowly getting chipped away to make time for more formal academic exercises and proscribed projects.

At an outdoor bench, 4-year-old TJ is hammering together small scrap blocks of wood using a real hammer and real nails. A teacher is there to help as needed.

TJ is working off a raw yet fairly detailed paper sketch he made.

"This is my instructions. I drew it with this pen. This is the first page," he shows me. "This is the second page."

I marvel at the rough, yet wonderfully done blueprint for a block car.

"It puts lots of things together to make this whole thing with all those blocks," he explains.

It's kind of a Henry Ford meets Elon Musk, I tell him.

"Yeah!" TJ says, unsure what I'm babbling about.

"I'm ready, teacher Emma!" he says politely, yet firmly.

He needs a little help hammering that last wooden wheel.

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Behold The Humble Block! Tools Of The Trade

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For this series, we've been thinking a lot about the iconic tools that some of us remember using - if only for a short time - in our early schooling. Things like the slide rule and protractor, Presidential Fitness Test and Bunsen burner.

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Aaron Bradbury - Early Childhood Theorists

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Aaron Bradbury - Early Childhood Theorists

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During April and May 2020, Debbie Garvey, of Stonegate Training, and I have recorded a series of discussion style presentations as part of the EY Matters Continual Online Conference, a free of charge resource to support CPD for Early Childhood Professionals.

The presentations are hosted on the EY Matters website along with supporting documents, film clips, links and PDF copies of the presentations that can be downloaded for future reference.

Details of the Theorists we have covered are below and you can access the series by clicking on the button below.

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Early Childhood Theorists - Early Years Reviews by Aaron Bradbury

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EARLY CHILDHOOD THEORISTS During April and May 2020, Debbie Garvey, of Stonegate Training, and I have recorded a series of discussion style presentations as part of the EY Matters Continual Online Conference, a free of charge resource to support CPD for Early Childhood Professionals. The presentations are hosted on the EY Matters website along with ...

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Messy play allows children to create, build, develop their imaginations, explore textures, use their senses and it's great fun too! Messy Play is a great way to learn how to make choices and is also great for developing small hand muscles.

Our Messy and Creative Play booklets are full of ideas and are our most popular resources.

We would love to see pictures of your mess and creations! Send them to info@playscotland.org

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Messy play allows children to create, build, develop their imaginations, explore textures, use their senses and it's great fun too! Messy Play is a great way to learn how to make choices and is also great for developing small hand muscles. Our Messy and Creative Play booklets are full of ideas and are our most popular resources.

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The Wild Network is a unique and diverse community of people. Together we are working to grow Wild Time.

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Rewilding Childhood

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PROJECT WILD THING EXTRAS - Why do children need play?

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Julia Reeve

Hello again everyone, to start the new year this blog post within a blog post features my guest blog for the #Take5 series by Sandra Sinfield and Tom Burns of London Metropolitan University. I was invited to share my experiences in using LEGO ® Serious Play ® with prisoners at HMP Leicester: this gave me a valuable prompt for reflection on this powerful learning opportunity

#Take5

#Take5 comes from a Learning Development perspective, but offers a rich treasure trove of teaching tips and "a supportive, collegiate space for us to get together and grow what we know" for all those with a passion for learning and teaching. Do consider offering your own blog post for this series!

My blog post outlines the origins of my use of LSP in prison, and reflects on the way that these experiences have impacted on my practice. You can read the blog post here: #Take5 #79 Bricks behind bars: lessons from LEGO® Serious Play® workshops in prison

As I write, my work with LEGO® - based methodologies in prison settings is growing, and I hope to share more insights with you soon.

All the best for 2023,

Julia

Hello again everyone, to start the new year this blog post within a blog post features my guest blog for the #Take5 series by Sandra Sinfield and Tom Burns of London Metropolitan University. I was invited to share my experiences in using LEGO ® Serious Play ® with prisoners at HMP Leicester: this gave me a valuable prompt for reflection on this powerful learning opportunity

#Take5

#Take5 comes from a Learning Development perspective, but offers a rich treasure trove of teaching tips and "a supportive, collegiate space for us to get together and grow what we know" for all those with a passion for learning and teaching. Do consider offering your own blog post for this series!

My blog post outlines the origins of my use of LSP in prison, and reflects on the way that these experiences have impacted on my practice. You can read the blog post here: #Take5 #79 Bricks behind bars: lessons from LEGO® Serious Play® workshops in prison

As I write, my work with LEGO® - based methodologies in prison settings is growing, and I hope to share more insights with you soon.

All the best for 2023,

Julia

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Bricks behind bars: LEGO® Serious Play® in prison

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Hello again everyone, to start the new year this blog post within a blog post features my guest blog for the #Take5 series by Sandra Sinfield and Tom Burns of London Metropolitan University.

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Center on the Developing Child at Harvard University

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View Handouts

From infancy on, play is an important part of a child's life. For babies and toddlers, simple, playful interactions with adults help develop sturdy brain architecture, the foundations of lifelong health, and the building blocks of resilience. Through games and playful activities, children can practice and strengthen important executive function skills that will help them throughout their lives, including learning to focus their attention, strengthening their working memory, and developing basic self-control. The following handout series, developed with support from the LEGO Foundation, provides suggestions for games and play-based activities based on a child's age. The activities for younger children are designed for adults to engage in with children. Activities for later ages allow the adults to step back, enabling children's independence to blossom as they transition to playing more often with peers.

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Brain-Building Through Play: Activities for Infants, Toddlers and Children - Center on the Developing Child at Harvard University

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View Handouts From infancy on, play is an important part of a child's life. For babies and toddlers, simple, playful interactions with adults help develop sturdy brain architecture, the foundations of lifelong health, and the building blocks of resilience. Through games and playful activities, children can practice and strengthen important executive function skills that [...]

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Mr Starbuck Education - Ideas for Primary Teachers

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STORIES TO SUPPORT DIVERSITY | EYFS & KEY STAGE 1

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Why does Froebel matter in the 21xt Century?

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Why does Froebel matter in the 21xt Century?

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International Webinar: Why does Froebel matter in the 21st Century?

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bel'Freedom with guidance

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Learn through enquiry, expression, imagination and curiosity

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Learn through enquiry, expression, imagination and curiosity

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learn through enquiry, expression, imagination and curiosity

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Empowering children to learn through enquiry, expression, imagination and curiosity We are the UK reference organisation for Reggio Emilia’s preschools,

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A critique of Forest School-Lost in tranlation 

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Play into Summer!

Playing outdoors is essential for our children and young people to understand, value, enjoy and protect our natural world. In Scotland, this means playing outside in all weathers.

The summer is a treasure trove of experiences and play opportunities that are vital to development and enjoyment. The days get longer and nature is all around.

Summer is a wonderful time to explore your community and natural environment - get out and play!

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Play Scotland, the national expert in Play

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Delivering and celebrating children and young people's right to play. Leading, campaigning and planning for a more playful Scotland

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Creative STAR Learning | I'm a teacher, get me OUTSIDE here!

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On a number of occasions in the Outdoor Maths in Primary and Early Years Facebook group, queries have been made about books and resources that exist about outdoor maths. Thus it seemed to make good sense to put these into a blog post for anyone to access. It would be helpful, if you know of others, to get in touch so that the list is kept up-to-date.

Please note - this blog post is for information and awareness-raising so that you know what is out there to support your outdoor maths work. It is not a recommended reading list or set of resources. Use your professional judgement to decide whether a resource is fit for purpose. I have not included subscription based websites - please do an online search to find these.

Books

1. Messy Maths: A playful, outdoor approach for early years Published in 2017 - suitable for those who work with 3-6yr olds. For personal commentary about the book and hopefully any questions you may have are answered in this blog post. Many of the suggestions apply to all ages but it has been written with the early years as the target age range.

2. Developing Young Children's Mathematical Learning Outdoors Published in 2017 - suitable for early years. Written by curriculum and maths consultant, Lynda Keith, this books provides a rationale for maths outdoors particularly in the context of the different curricula of the UK and Northern Ireland. It focuses on approaches linked to specific zones within your outdoor space such as bike play or in the mud kitchen.

3. Developing Early Maths Skills Outdoors Published in 2015 - suitable for early years. This book has been less widely-publicised and is part of a series by Marianne Sargent, which focus on literacy, science and maths outside. She has recently created a website and started to blog. Have a look here.

4. 50 Fantastic Ideas for Outdoor Maths Published in 2013 - suitable for early years. Kirsteen Beeley is a prolific early years Featherstone author. This is one of several outdoor books she has written.

5. The Little Book of Maths Outdoors Published in 2013 - suitable for early years. I feel the title is slightly misleading. Terry Gould has provided lots of ideas for games that can happen outside to reinforce maths but it's not a comprehensive book. The illustrations are lovely and generally the feedback on Amazon UK is positive.

6. Maths Outdoors Published in 2005 - suitable for early years. This book was written in 2005 by Carole Skinner and for many years it was the core book to read. Hopefully in due course an updated version will be written.

7. Maths Outside the Classroom Published in 2011 - suitable for all primary. This book is written by the Devonshire Maths team and has over 50 outdoor activities. It's got some good ideas.

8. Mathematics in the School Grounds Published in 1993 - suitable for all primary. This is a really dated book but in many ways the first one published about using maths outside. There's lots of sensible advice and information and it would be brilliant if the publishers could do a 2nd edition that is up-to-date.

9. Math on the Move - Engaging students in whole body learning Published in 2016 - suitable for all primary, particularly upper. This book is not intended as an outdoor maths book but the concept works well in the playground. Malke Rosenfeld, developed the approach based upon her professional dance career. She has an excellent website, Math in Your Feet, where you can view videos.

10. Go Teach Outdoors - KS1 and Go Teach Outdoors - KS2 Published 2017. These books provide a set of lessons in maths and English at each level. Owing to the price tag, I haven't purchased.

11. National Curriculum Outdoors Series. This is a set of books covering KS1 and then Y3, Y4, Y5 and Y6. Each contains a series of lessons within a subject, including maths. A useful starting point for getting outside as a class teacher.

Downloads and websites

12. The Smart Happy Project A lovely website dedicated to maths and nature for children. Enjoy. Be inspired.

13. Learning through Landscapes maths download s Published as and when, suitable for many age ranges from early years to early secondary.

For many years, this national UK school grounds charity have produced lesson plans and ideas to help you with maths outside. Most are free to download, but some require you to be a member.

14. Woodland Maths Trail - OWLS This pack written by Amanda Findlay pre-dates Curriculum for Excellence - a quick glance at the levels suggests plenty for upper primary teachers (Level D is to be achieved by the end of Primary 7). Oh and it's a free download.

15. Wild About Learning - An Outdoor Literacy and Numeracy Pack for Years 1-6. Clear photos and illustrations and a range of suggested activities for each year group. Free to download, 90 pages (yay!)

16. Wildtime Learning - Free collection of resources, many very simple and doable in a range of subjects. Use the filter to find the maths suggestions.

. RSPB Outdoor Numeracy Resources. Mainly for KS2 . Limited range but worth a quick look. Free.

18. Learning Outdoors in East Ayrshire have a numeracy and maths at school page with suggestions.

19. Outdoor Learning Wales A bank of outdoor maths resources developed by the Newport Outdoor Learning Wales Network Group, for all teachers across all age ranges.

20. Math in the Playground with Urban Math Trails. Six free pdfs to download for K-G5. Based upon installed playground equipment. May give some ideas for creating your own challenges.

21. Urban Math Trails - a website and blog focusing on maths in the built environment - this does include nature.

22. 50 Outdoor Number Activities on a Budget. An early years self-published book by Martin Williams

Commercial packs

23. Outdoor Maths Problem Solving Cards Produced by TTS there is one pack per primary stage including Foundation. Each pack has 50 activities.

24. The Council for Learning Outside the Classroom has maths packs available at all key stages. Most contain 6 lesson plans and cost £22 .

25. The Thinking Child 100+ Ideas for Outdoor numeracy - fantastic resource that will shortly be available.

PE and Movement Maths

There are now commercial resources which focus specifically on PE type of games to help children learn maths concepts. These can be easily adapted

26. Leicestershire have a free handout, of PE and numeracy links

27. Tagtiv8 is a company specialising in maths and literacy active games. Some of the material should be free to download.

28 Math in your Feet - Malke Rosenfeld. The focus is on indoors but this is easily adapted to being outside. Absolutely inspiring and engaging.

Videos

29. The Middleton Park Primary videos are useful in that they show how working collaboratively between classes can be an effective approach to raising attainment.

30. Messy Outdoor Maths - Blush - I'm caught on camera 🙂 - this is an example of my maths workshops. This is a primary aged one.

31 Margaret Travers Outdoor Maths - An example of her training day - various good points made.

32. Grounds for Learning - Outdoor maths learning in local greenspace. Talking about personal impact - a teacher's view from the Dundee Outdoor Numeracy Project.

33. Check out YouTube for lots of PE-based maths ideas too.

34. Learning and Teaching Scotland have this fab outdoor maths webinar.

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30+ Outdoor Maths Books, Packs, Downloads and Videos

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On a number of occasions in the Outdoor Maths in Primary and Early Years Facebook group, queries have been made about books and resources that exist about outdoor maths. Thus it seemed to make good sense to put these into a blog post for anyone to access.

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Play is a child's social and emotional toolbox

Let's take a look inside: When children play, they bond with others, express their feelings and work together as a team. It's fun, helps them learn to regulate strong feelings, and boosts confidence. All of which makes playtime essential for children's wellbeing.

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Five ways to boost your child's wellbeing through play

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Let's take a look inside: When children play, they bond with others, express their feelings and work together as a team. It's fun, helps them learn to regulate strong feelings, and boosts confidence. All of which makes playtime essential for children's wellbeing.

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Ready to play?

When children play, they learn. They solve problems, think strategically, relate to others, and manage life's ups and downs. Play helps children learn how to learn - and love learning. We've gathered some of our favourite games. You can play them anywhere - using things you find at home.

More activities

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We're here to convince the grown-ups. Because play is something every child, everywhere in the world can do. It fuels curiosity, sparks creativity, and inspires a lifelong love of learning. Children who play pick up all kinds of skills to thrive today - and lay the foundations for a happier, healthier life tomorrow.

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Froebel, Steiner and Montessori: A Conversation in Learning Between Friends

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Early Years Education | Alistair Bryce-Clegg at ABC Does

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Alistair Bryce-Clegg is an educational consultant specialising early years education. At ABC Does Alistair offers advice for early years practitioners.

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Helen Hamlyn Centre for Pedagogy 0-11 Years

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The Teaching Instinct: Effective pedagogy for young children in homes and schools

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On Wednesday 25th November, Middlesex University a free webinar focused on what can practically be done to address gender stereotyping in the classroom.

About this Event

Gender stereotyping in the classroom limits expectations and confidence amongst children, and reinforces unhelpful ideas about what women and men can do in adult life. This webinar, co-hosted by the Middlesex University Department of Education and the Gender & Diversity Research Cluster, offers insights from recent initiatives designed to recognise the significance of gender in the classroom. Significantly, speakers consider what can practically be done to address these gender issues.

The webinar includes presentations by:

* Professor Jayne Osgood (gender and childhood expert, Middlesex University),

* Caren Gestetner (CEO of Lifting Limits),

* Catherine Fraser-Andrews (teacher and recent graduate of MA Gender & Sexualities who has altered her school policy and practice to be more gender inclusive),

and will be introduced and chaired by Professor Suzan Lewis and Dr Bianca Stumbitz (Gender & Diversity Research Cluster, Middlesex University).
More about the presentations
Based upon years of research into gender and childhood Jayne Osgood advised the production of the 2018 BAFTA nominated (BBC2) documentary 'No More Boys & Girls: can our kids go gender free?'. She subsequently contributed to a book aimed at teachers, that built upon the success of the TV series:'The Equal Classroom: life changing thinking about gender' (2020). Jayne will speak about the importance of research to inform practices designed to tackle gender issues in childhood.

Teachers' direct experiences of being involved in such initiatives will be shared; a short pre-recorded contribution from Graham Andre (the teacher featured in the BBC2 documentary) provides a sense of what it was like to become aware of the embedded nature of his stereotypical language and practices, and the difference small changes made in his classroom.

Lifting Limits shares a similar concern with gender stereotyping in childhood and is actively working with primary schools to tackle gender stereotyping through a whole school approach. Caren Gestetner will talk about Lifting Limits' schools programme, findings from the year-long pilot in 5 London schools (in the Borough of Camden) and the impact that supporting school staff to recognise and address stereotyping can have for schools and their pupils.

This will be followed by a presentation from Catherine Fraser-Andrews, a teacher from Cambridge who recently revised her school's policies and worked with her staff team to action change to tackle gender issues.

Participants are invited to discuss the implications in relation to gender related issues that they themselves encounter in their practice and to consider changes that could be made in their classrooms (for pupils and students of all ages).

The event is part of a broader commitment by Middlesex University to incorporate greater gender awareness into its teaching programmes with the aim of improving practice and developing approaches to gender inclusivity in education.

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Event: Gender Matters in the Classroom - Free Middlesex University Webinar, 25th Nov 2020

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https://videopress.com/v/EZrZtZV5?preloadContent=metadata On Wednesday 25th November, Middlesex University a free webinar focused on what can practically be done to address gender stereotyping in the classroom. About this Event Gender stereotyping in the classroom limits expectations and confidence amongst children, and reinforces unhelpful ideas about what women and men can do in adult life.

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Researching Effective Pedagogy in the Early Years

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Researching Effective Pedagogy in the Early Years

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REPEY report - read Parts 3 and 4 (pages 26 - 98)

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Children have magic inside them and it can be the most amazingly powerful tool to embrace in Early Years and beyond

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Love and Play for Building Brains

Play is the occupation of children; it is how they interact with the world, and how they learn their part within it.Play has a significant impact on a child's future outcomes and ability to meet their full potential not only in childhood, but in adulthood too.

Play is a vital part of early childhood development, enabling children to thrive by promoting exploration, movement, problem-solving, responsive relationships and having FUN. When a child engages in playful interactions with a caregiver, a responsive two-way interaction known as "serve and return" occurs. This interaction is crucial in building a baby's brain.

At birth, babies' brains are around 20% developed; by the time they are one, their brain has doubled in size; by age three it has reached around 80-90% of their adult size brain; and by five it is nearly fully grown. The growth is the result of the connection of axons and dendrites that have been stimulated by the sensory experiences received through touch, movement, and loving playful interaction: babies' brains are built through their experiences of the world.Genes provide the blueprints for the architecture, but nurture offers the experiences the child needs for these genes to be expressed.

This brain sculpting supports the foundations for the rest of a person's life and helps us to survive the environment we are in. The more responsive, safe, secure, and loving our environment, the more the child's brain will be sculpted to expect this type of experience. Thus, the child becomes more confident, curious, and eager to explore the world.

Children are most susceptible to environmental influences from 0-3; this is when parent-infant relations are crucial. The neurological biology of the human brain is built for social interaction first and foremost. This is how we learn how to be human; by interacting with the humans around us. It is paramount to have access to loving, interactive and responsive humans (parents or caregivers) over and above the latest baby gadget or toy.

Exposure to touch, movement, and early playful interactions such as talking, singing, giving eye contact, and enjoying moments together helps to release feel-good hormones or neurochemicals such as oxytocin that help to build the brain. These chemicals facilitate increased resilience, supporting children with far better outcomes when it comes to physical and mental health, as well as improving immunity, and enhancing their ability to form relationships well into adulthood. This is why it is crucial to work with and empower parents, who ultimately make up an infant's environment and their world of experience. As a baby grows and develops, they build up pictures and maps in their mind based on the experiences received, and so any deprivation of these experiences restricts and prevents connection.

Early development and play

Playful interactions can start as early as in the womb. Babies respond, enjoy, and are soothed by talking and singing from familiar voices before they are even born, exploring their movement by pressing their limbs against the uterine wall, feeling out their womb world whilst toning their muscles, and experiencing new sensations.

Once a baby is earth side, play begins in the form of natural, loving interactions - facial expressions, sing-song sounds and the creating of anticipation such as peekaboo. It can become more object orientated as they grow more interested in the world around them and can physically interact with age-appropriate books, toys, and objects.

Babies learn everything through play and interaction with others, themselves and their environments - in order for babies to strengthen not only their physical bodies, but also their fine motor skills (skills coordinating the hands and fingers), gross motor skills (skills coordinating larger body parts mainly the limbs), problem solving skills, visual perceptual skills (ability to make sense of the information we receive through our eyes - more than just seeing), and sensory processing skills (registering and accurately interpreting sensory input from the environment and from the body itself).

Play is all about being able to explore and experience sensations and movement. As babies are born with limited coordination, a lot of their early movements are reflex based, which helps the birth process and acts as a protective mechanism. However, as a baby learns to explore through movement, higher functioning postural reflexes can start to take over, building the connections between their brains and body. This helps them to learn where their limbs are in relation to one another, and how their bodies can move. They begin to explore the cause and effect that moving their body has, as well as learn to judge distances, adjust their movements dependent on the activity, and understand that objects are separate or can create a whole. Exploring through movement helps to practice coordination and isolation of body parts, as well as support the development of the skeletal system - something that has a lifelong impact.

In our western society, babies and children are living increasingly sedentary lifestyles. Babies spend more time in "containers" than ever before - car seats, buggies, walkers, activity saucers, Bumbo style seats, all of which impact on crucial time that could be spent in free (supervised) movement play. Of course, in reality, sometimes children need to be contained - car seats for safety reasons, or simply for those moments when a parent needs to know that their baby is safe whilst they attend to another task. However, baby containers force babies into positions that their bodies aren't developmentally ready for yet and do not encourage the recruitment of muscles required for sitting or standing. Therefore, supervised tummy time, as well as side lying and back play, are essential for the development of these skills.

When babies are given opportunities to explore movement freely, to push up and move against gravity and to receive multimodal sensory stimulation it will support all of their physical milestones, sensorimotor skills, coordination with the skills that motivate to learn and move more. Movement allows for vestibular input (the balance mechanism inside the inner ear that provides information about head position and balance) as well as proprioceptive feedback (deep pressure to receptors in the joints and muscles that feeds back to the brain about body awareness and how to judge force of movements) which enables a child to feel safe in their body and with their movement.

Getting down onto the ground with babies, or in the early stages, using parents' body for positions such as baby's tummy to parent's chest, is a great way to encourage babies to begin the journey of developing their bodies and minds through movement and sensation, whilst also enjoying the love and connection of being close to their caregiver.

Play for Emotional Regulation, Confidence, and Joy

Dr Stephen Porges reports that play helps to tone the vagal nerve - this nerve has a huge role in our recovery from stressful events, and in enabling us to come back to a relaxed rest and digest state (a calm nervous system), helping to support our mental and emotional wellbeing as well as our physical health. In his polyvagal theory, he suggests that play enables us to enter our social engagement system - or connection mode - allowing us to read and respond to invitations to play and helping to regulate the nervous system. Studies have shown that in play, our fight or flight responses can be activated but without the release of cortisol - stress hormones. This helps us to practise handling danger and dealing with intense emotions which supports our emotional resilience in the long term. Porges (2015) describes play as "mobilisation without fear" downregulating fight/flight behaviours and allowing us to feel safe and confident to explore, play and learn.

Sadly, not all babies and children have the same access to quality, loving, safe play or to a sense of playfulness.Trauma, generational trauma, PTSD, systemic racism, poverty, war, and disability can all impact on access to play and playfulness and the feeling of safety that a young child needs - when we feel safe, loved and like we have a place in the world, we feel confident to discover our place within it. We feel secure enough to be creative, to take educated risks, and to try again. Babies and children who have limited access to play are at higher risk of delayed development, difficulty adapting to change, poorer self-control and regulation and a greater risk of anxiety, depression, and tendency towards addictions.

Supporting children to play and be playful, as well as to interact with themselves, others and the world knowing that they are loved and safe is, in my view, incredibly important, and something that those working in the Early Years, and Health and Social Care sectors must continue to promote amongst the families they support.

Playfulness is joy, it is hopeful, it is an openness, it is a feeling and it is action. Yet it does not come naturally to all. Encouraging parents to be curious and invite babies and children into their world can help to bridge the gap for those who find being playful more challenging. Going for a walk, talking about what they see, looking at books together, singing to songs in the car, making a game of folding laundry, and bringing playfulness to the mundane are some of the ways we can achieve play without it feeling forced or structured. In this way, parents are constructing playful connections, building their babies' brains with love and play, supporting their own wellbeing as well as that of their child's.

To create a more loving, playful and connected society, it is my belief that we need to allow and support parents and children to connect through play, however that looks to them. Play is unique, it changes, it grows and it has the potential to change lives: play is a serious business, and one that we can all benefit from.

With love and play,

Carly Budd

Specialist Children's Occupational Therapist

Founder of Carly Budd Developmental Play Academy

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Love and Play for Building Brains Play is the occupation of children; it is how they interact with the world, and how they learn their part within it. Play has a significant impact on a child's future outcomes and ability to meet their full potential not only in childhood, but in adulthood too.

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Telling stories about radical change and belonging.

Anthony and Kel Matsena were born in Bulawayo, Zimbabwe and brought up in Swansea. They have become acclaimed choreographers and performers - and set up the award-winning dance company, Matsena Productions.

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Froebel Trust Annual Lecture 2022 with Anthony and Kel Matsena

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Talking Teaching #9 – Richard O'Neill, Master Storyteller, Storytelling, Communication

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The McMillian Sisters, The Roots of the Open-Nursery, and Breaking the Cycle of Poverty

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The McMillian Sisters, The Roots of the Open-Nursery, and Breaking the Cycle of Poverty

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Swings and Roundabouts: Risk Anxiety And The Everyday Worlds Of Childen

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Swings and Roundabouts: Risk Anxiety And The Everyday Worlds Of Childen

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Race and racism is a reality that so many of us grow up learning to just deal with. But if we ever hope to move past it, it can’t just be on people of colour to deal with it. It’s up to all of us - Black, white, everyone- no matter how well-meaning we think we might be, to do the honest, uncomfor...

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Ian Award Winning Short Film Inspired by a True Story. A short film that appeals to emotions. A crush on the heart so that we all participate in the construction of a more inclusive world.

Ian was born with cerebral palsy. Like everyone else, he wants to have friends. Like no one, he needs to work hard to get it. Discrimination, bullying, and indifference keep him away from his beloved playground. But Ian won’t give up easily and will achieve something amazing.

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Explore our range of free resources on early years pedagogy, designed to support early years teachers and develop your expertise

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UN Convention on the Rights of the Child

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UN Convention on the Rights of the Child

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Articles 3, 5, 12, 13, 23, 29, 39 focus on this aspect and particularly articles 12 and 13

Article 12 (respect for the views of the child): Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously.

Article 13 (freedom of expression): Every child must be free to express their thoughts and opinions

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What is the UN Convention?

The UN Convention on the Rights of the Child (UNCRC) is the basis of all of our work. It is the most complete statement of children's rights ever produced and is the most widely-ratified international human rights treaty in history.

What makes the UN Convention so special?

The Convention has 54 articles that cover all aspects of a child's life and set out the civil, political, economic, social and cultural rights that all children everywhere are entitled to. It also explains how adults and governments must work together to make sure all children can enjoy all their rights.

Every child has rights "without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status" (Article 2).

The Convention must be seen as a whole: all the rights are linked and no right is more important than another. The right to relax and play (Article 31) and the right to freedom of expression (Article 13) have equal importance as the right to be safe from violence (Article 19) and the right to education (Article 28).

We are the only organisation working for children recognised by the Convention.

The Convention is also the most widely ratified human rights treaty in the world. All UN member states except for the United States have ratified the Convention. The Convention came into force in the UK in 1992.

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UN Convention on the Rights of the Child - UNICEF UK

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The United Nations Convention on the Rights of the Child (UNCRC) is the basis for all of UNICEF's work and upholds children's rights all over the world.

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What is STEM and why is it important?

STEM is a neat little acronym for Science Technology Engineering & Maths. One idea behind grouping these broad disciplines into something memorable, is to draw attention to an emerging policy choice within schools, focused on increasing educational interest within STEM. By stimulating interest in STEM early on, we can begin to motivate more young people to study STEM at an advanced level and to enter STEM related industries. This is particularly important for Black individuals who at university for example, only represent 6.2% of students enrolled onto STEM related subjects*.

Why is it important to spark this passion for STEM when children are very young?

STEM subjects create the inventors, leaders and innovators of tomorrow. So we feel it's important to spark the interest for these subjects early on. It's also the highest paying industry. A study by the World Economic Forum done in 2021 showed the top 25 university subjects by demand and pay are all STEM related subjects. The demand for STEM skills in jobs is very high. Our society is forever evolving rapidly, for example, climate change and technology. STEM subjects will give children the skills, such as critical thinking and problem solving, to deal with these challenges once they leave education. We believe introducing STEM early on can help to foster a life-long love of learning and help them perform better in school.

STEM in early childhood

The idea of introducing STEM to children in the early years is to begin the process of creating scholarly minds. Little children who ask questions, seek out answers, solve problems and become innovators who go onto contribute to the human story. The sooner we get our little ones to see that our world is filled with shapes, materials, forces and numbers, is the start of something special in the form of inquisitive minds. Learning STEM enhances the below core skills for young children:

For example, a child taking part in a simple sink or float experiment may just look like they're playing in water but they're carefully considering whether the item will sink or float, making predictions and then analysing the item's features which could have caused it to sink or float.

How early years educators can nurture STEM in their teaching and learning with very young children

Encouragement and exposure to broad experiences is a good place to start. Try to nourish as best as you can the little sparks of interests you may see early on in the children in your setting. Introduce new ideas continually, invest in wide-ranging books and learning resources that stimulate an interest for STEM. From early on, some simple but effective things you can do include:

What families can do to encourage interests in STEM for their young children

1️) Counting -simple things like counting the right number of ingredients needed when baking can help improve maths skills
2️) Ratios - making pancakes is a fun way to practice ratios, by using the 3:2:1 ratio (300ml milk, 2 eggs, 100g flour)
3️) Geometry -children can explore the properties and names of different shapes and match the identical shapes through baking biscuits
4️) Fractions -making pizza is a fun way for children to learn fractions, they can divide the dough into different fractions

How creativity plays a part in STEM

STEM can also help to boost a child's creativity; we usually associate creativity with art. However, learning STEM can help to spark a child's creativity. When doing a STEM related activity children have to be creative when they come up with their solutions to problems. For example, creating a bridge using toothpicks and blu tac in our STEM activity cards. It's an engineering challenge. But children also have to be creative with what their bridge looks like. Or creating a boat that floats, they have to be creative with the materials that they use. You may even hear some people refer to STEM as STEAM, where A for Art has been included.

An example of STEM in the real world

Continuing with the theme of flying, we want to introduce you to Dr Mae C. Jemison , an American engineer, doctor, and former NASA astronaut. She became the first Black woman to travel into space when she served as a mission specialist aboard the Space Shuttle Endeavour in 1992. Mae's story is one of high achievement and adventure. Mae's introduction to STEM came from her uncle, who encouraged her interests for science, anthropology and astronomy. As parents and caregivers, the impact of your encouragement and feeding a child's curiosity can pay off massively, as we've just seen in the example of Mae.

*Stat according to the Black British Professionals in STEM

Denhue and Natalie have recently launched a STEM range, which includes a pack of 32 STEM activity cards using everyday items from around the house or items from the supermarket, great for both parents and early years educators, a STEM inventors journal: a little book of ideas to show children how new inventions are created and their latest book STEM inventors: Black inventors and innovators who changed the world.

Visit www.littlescholarsplayground.com for more information.

You can also listen to Natalie and Denhue discussing STEM in the early years in this episode of the FSF and Tapestry podcast.

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The benefits of introducing STEM in the Early Years

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What is STEM and why is it important? STEM is a neat little acronym for Science Technology Engineering & Maths. One idea behind grouping these broad disciplines into something memorable, is to draw attention to an emerging policy choice within schools, focused on increasing educational intere...

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Sir Ken Robinson: Do schools kill creativity?

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Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

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Froebel

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Project summary

In light of the murder of George Floyd and the resurgent Black Lives Matter movement, the past year has weighed heavy with questions about how we, as educators, can meaningfully address race and racism in early childhood contexts. Shaddai Tembo and Simon Bateson identify the following research aims:

1. To examine the relation between - on the one hand - Froebelian pedagogy, as interpreted through Friedrich Froebel's founding texts and in its application in practice within a single Froebelian nursery setting, and - on the other hand - anti-racism, understood as a range of ideas and practices that may counter racial prejudice and discrimination.

2. To develop a framework for Froebelian settings in Scotland to understand a) how racial inequalities can emerge between children through play and b) how they can be challenged by practitioners.

Ongoing reports of racism against Black and minoritised children within educational environments continue to paint a stark picture on the lack of progress that the early childhood field has made in the past two decades (Tembo, 2018; BBC News, 2021; Kinouani, 2021).

Yet while it is increasingly accepted that it is no longer sufficient (or indeed possible) to be merely 'non-racist', to date there remains little clear consensus with regards to what an actively 'anti-racist' approach may look like in practice.

Furthermore, few, if any, studies have examined how such an approach may align with an explicitly Froebelian pedagogy. As such, there is currently little clarity about how well Froebel's original principles could be generatively broadened to meet the pressing commitment toward anti-racism, without departing too far from the core values of a Froebelian approach.

A literature review with goals of this kind is intended to provide new knowledges about Froebel. This will underpin the empirical side of this research and form the basis for journal and media publication within the relevant fields of scholarship.

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Diversity in Unity: Developing an anti-racist framework within...

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In light of the murder of George Floyd and the resurgent Black Lives Matter movement, the past year has weighed heavy with questions about how we, as educators, can meaningfully address race and racism in early childhood contexts. Shaddai Tembo and Simon Bateson identify the following research aims: 1.

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The Froebel Trust offers an extensive range of inspiring resources, practical information and training designed to support early childhood educators, parents and carers and all those who work with young children.

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The Froebel Trust offers an extensive range of inspiring resources, practical information and training designed to support early childhood educators, parents and carers and all those who work with young children.

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Remember you can use the read aloud option in Microsoft Word

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5 dangerous things you should let your kids do

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5 dangerous things you should let your kids do

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Please [contact us](https://www.ted.com/contact) and let us know what happened.

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The Historical Context of Outdoor Learning

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The Historical Context of Outdoor Learning

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You could be forgiven for thinking that outdoor play is a relatively new phenomenon, driven by The National Trust (2016) and their '50 Things to do before you're 11¾' project. Children and being outside seems to be a recurrent theme in the media and with organisations, such as the National Trust, focused on reconnecting people with nature and the outside.

Outdoor play is not a new construct; those of us who played outside throughout childhood have fond memories of being at one with nature. This however, is rather a romanticised view and we should probably consider that perhaps not everyone did play outside. Previously however, it was more possible to play outside than it seems to be in today's society. Through research, Hillman et al. (1990) found that between 1971-1990 there was a 50% decrease in children being allowed outside on their own. More recently, Unilever (2016) surveyed more than 12,000 parents of 512 year olds in 10 countries around the world. They found that in the U.K. almost a third of children spend less than thirty minutes outside each day, and one in five children on an average day, do not go outside at all.

Possible reasons for children not going outside can be attributed to parents' fears about safety. A MORI poll (McNeish and Roberts 1995) conducted by Barnardos found that although 91% of the adults questioned realised the importance of outdoor play, 60% of those polled expressed fears for their children's safety outside. Through research Valentine and McKendrick (1997) conclude that parental fears and the changing nature of childhood appear to play a more critical role in limiting, or determining children's play opportunities.

Richard Louv (2005, p.34) believes that we have created a society that is "teaching young people to avoid direct experience in nature." He coined the term 'Nature Deficit disorder' and is working globally to highlight the need for children to reconnect with nature through his work with the Children and Nature Network (2016).

Not everyone agrees with the absence of outdoor play, particularly Joyce (2012) who questions its supposed disappearance. Joyce argues that actually outdoor play has just changed and evolved with societal influences and the political context of the time. Historically, outdoor play was a necessity and a way of life that embedded itself in the early education of children. Nursery schools were, and are still, created with an outdoor space. It is identified as a fundamental part of the Early Years curriculum and seen as an integral part of learning and development (Bilton 2010).

"The best classroom and the richest cupboard is roofed only by the sky" McMillan 1925.

Margaret McMillan realised the potential of outdoor learning over one hundred years ago. The above statement sums up the perspective of one of the pioneers of nursery education. In her book 'The Nursery School' (1919), McMillan describes the development and organisation of her setting in great detail, paying particular attention to the importance of children being outdoors for health and wellbeing. "To feel one's life in every limb, that is the life of early childhood" (McMillan, 1919).

McMillan drew on the work of the educationalist, Froebel, who built his philosophies on the value of outside learning. Born in 1782 in Germany, Froebel enjoyed a childhood of education, learning mathematics and languages, but his greatest passion was for being outside in nature. He saw outdoor play as being intrinsic to children's learning and development. Froebel believed life, beauty and knowledge were interconnected (Pound, 2005).

Besides McMillan and Froebel, Pestalozzi (1746-1827) and Isaacs (1885-1948) have also significantly influenced approaches to outdoor education in the Early Years. Joyce (2012) suggests that identifying a historical context in outdoor learning is central to understanding modern day practices. It wasn't until the late eighteenth century that children began to be seen as individuals in their own right; previously they were regarded by society as miniature adults. These changes in thinking were influenced by political agenda and pedagogy have influenced how we view outdoor learning today. The work of McMillan and Froebel heavily influence today's practice, with Forest Schools adopting much of their approach in its emphasis on outdoor learning (Knight, 2013).

The importance of outdoor learning and play was formally recognised by the introduction of the Early Years Foundation Stage (EYFS) guidance in September 2000. The Practice Guidance (DCSF 2008, 1.16) refers to play being the underpinning factor in Early Years education and that opportunities to play indoors and outdoors must be provided. The document refers to outdoor play as offering "challenge and enjoyment" and this is reiterated by the Principles into Practice card 3.3 (DCSF 2008) that acknowledges that a rich outdoor environment that is safe and secure, yet challenging, helps support children's learning and development.

The most recent Statutory Framework for the EYFS (2014), although it steps back from in-depth discussion about the outdoor learning environment, does stipulate that;

"Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult led and child initiated activity" (DFE 2014, p.9)."

The outdoor learning environment according to Moyles (2005) offers opportunities to learn and develop knowledge and understanding of the world as it is a much richer context than the indoors. Tovey (2007) agrees that the outside is a "dynamic living space" that changes as children and adults interact with the environment. The outdoor space allows children to relive their experiences through movement, express their emotions through role play and make connections with the world around them (Ouvry 2000). To children, outside is a blank slate on which to create endless possibilities.

Professionals within the Early Years sector play an integral part in delivering quality outdoor provision and meeting the requirements of the Statutory Guidelines but 'quality', and what it looks like in practice, is highly contested. Moss and Pence (1994, p.5) consider quality to be a 'constructed concept' that is subjective and open to interpretation rather than a universal and unbiased 'reality'.

High quality outdoor provision, according to White (2011), is achieved through having a unified vision with a clear set of beliefs and values. Bilton (2010) paints a picture of what is determined by 'good outdoor provision' by describing engaged children, using open ended play materials, joined by adults who facilitate and inspire play through discussion and considerate and informed interaction.

Froebel (cited in Lilley 1967, p 146) identified, over two hundred years ago the support that an adult can give to a child,

"The boy sees the significance but if he does not find the same awareness in adults the seed of knowledge just beginning to germinate is crushed."

An environment can be filled with all the resources imaginable but without imaginative and sensitive adults, the quality of the play experience is affected. Tovey (2007) argues that the most beautifully designed play spaces can give rise to the most 'mundane play' and that supportive, receptive adults that are the key to "transforming spaces and sustaining play." Featherstone (2001) discusses in her 'Little Book of Outdoor Play' the role of supportive adults, who plan activities; give children the time they need to discover and through sensitive discussion help to promote learning and development. A government review in 2012, led by Professor Cathy Nutbrown, paid particular attention to the role of practitioners, identifying that knowledgeable practitioners are more effective in developing children's learning and development. Moyles (2005, p6) reiterates the importance of the 'facilitative adult' and draws on the work of Sylva et al. (2003) and the Effective Provision of Preschool Education (EPPE) project, a longitudinal study completed to identify the characteristics of more effective Pre school settings. Through research, Sylva et al. (2003) discovered that children demonstrate long term intellectual and social benefits when exposed to "high quality play based experiences" in settings with highly qualified practitioners (Moyles 2005, p269).

The EYFS (2008) Principles into Practice card 3.3 discusses linking the indoor and outdoor learning environment to allow children the freedom to move between but delivering a seamless curriculum between the indoor and outdoor learning environments can prove challenging at times. Bilton (2010) discusses a number of difficulties, raised by practitioners as to why indoor and outdoor activities prove difficult to organise, in the promotion of continuous provision. Most often it is challenges such as the weather, supervision, issues with space, and time to set up activities.

Time can often be thought of as a challenge, having no time to set activities up, or no time to go outside. Tovey (2007) discusses the importance of children having time to play and engage in rich learning opportunities, without practitioners imposing time slots or restrictions on access to the outdoors. Freely moving between the indoors and outdoors promotes a more relaxed approach to play. Tovey (2007) suggests again similarly to Bilton (2010) that organisation and flexibility of the practitioners is key to providing outstanding outdoor provision.

Ouvry (2000) refers to the assumptions she discovered practitioners make to avoid going outdoors. In particular, the weather was frequently cited by practitioners as a compelling reason for not taking children outside, out of concern for their health and wellbeing. In fact, exposing children to different weather provides opportunity for a rich learning experience. Mirrahimi et al. (2011, p.395) conclude in their study, The Impact of Nature on Learning, Social and Emotional Intelligence, that the outside learning environment offers "a chance to learn, not only by hearing and seeing but also by tasting, smelling, touching, and feeling," providing a "considerable source of stimulation for the process of inspired learning." A Department for Education study (DfE 2010) researching the feelings of practitioners towards the Foundation Stage found that overall, practitioners were accessing the outdoor in all weathers and that positive steps were being taken to encourage outdoor learning.

The research also identified a major barrier in accessing outdoors as being space and resources. Lack of space and access to the outdoors come into question when thinking about different types of childcare provision. The study found that 'pack-away' provisions that have to set up and pack away resources every day and are often based in halls without outside facilities, found it incredibly difficult to be outdoors. Bilton (2010) discusses such difficulties and refers to organisation, adapting and planning as being an integral consideration in these instances. Planning the areas so that there are enough child initiated activities, allows some flexibility with rotas and practitioners who plan the two environments as one, often find organisation less of a challenge (Bilton 2010).

It would appear that a combination of sensitive adults, organisation and planning allow for opportunity in the outdoor learning environment. It is clear that the pre-conceived ideas of practitioners play an integral part in how successful outdoor learning is achieved. Reasons for not going out and the challenges that practitioners face are mostly based on fear, according to Ouvry (2000). Anxieties concerned with weather, space and risk can outweigh the needs of the children and Ouvry (2000) feels that this maybe a lack of understanding on the part of the practitioner. It might be argued that training is significant here that having practitioners who are experienced in outdoor learning, who have continued professional development and have the knowledge and skills to organise and plan for children's learning and development in the outdoor learning environment, might be key to promoting outstanding outdoor provision.

The renewed interest in outdoor learning and the emergence of approaches, such as Forest School can only be seen as a positive step in promoting the outdoor learning environment. As Joyce (2012) concludes, "new approaches to learning do not exist in a vacuum" they are shaped by previous experiences and history. The curriculum will change in the future to reflect the political and social context of the time. We can only hope that changes to the EYFS reflect the need and importance of outdoor learning once again and that the practitioners who work tirelessly for the children in their care have opportunities to experience further knowledge and skills in this area.

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The Historical Context of Outdoor Learning and the Role of the Practitioner.

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You could be forgiven for thinking that outdoor play is a relatively new phenomenon, driven by The National Trust (2016) and their '50 Things to do before you're 11¾' project. Children and being outside seems to be a recurrent theme in the media and with organisations, such as the National Trust,...

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Outdoor learning ideas | Learning through Landscapes

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Hundreds of free lesson ideas and activities for every age and subject area — ideal for curriculum-led outdoor learning and Forest School.

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Secondary Outdoor Learning | Learning through Landscapes

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Find everything you need for outdoor learning and play at secondary school, including lesson ideas, training, guidance, and more.

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Babies brains are amazing powerhouses that appear to appear to grow in response to creative environments. The reason why children learn holistically and heuristically (i.e. experientially) is because they are going through a unique experience - the young brain makes billions of new connections with every bit of knowledge that is taken in, in order to make sense of it. This process is called synaptogenesis and happens most prolifically between the ages of birth to three.

What is early brain development all about?

The study of brain development is still in its infancy but with the help of neuroimaging ( PET, MRI, EEG and NIRS scanners), neuroscientists are starting to discover links between children's experiences in the early years, their biological predispositions towards certain strengths or interests, and the developing brain. Emerging research shows that babies brains are born with around 100 billion neurons but with only about a quarter of the connections - synapses - already made between them (see the Young Brains report).

Between the age of three and sexual maturity in adolescence, the synapses that are underused start to get pruned out, brain growth slows down, and connections are harder to make in areas that have been pruned, although not impossible. This ensures that the connections that are regularly used get stronger, and those that aren't used are cut back, so the brain effectively becomes more efficient.

There are windows of 'plasticity' later on in life where the conditions for learning are positive and connections can be reformed in the brain. However, the prime time to develop specific knowledge, skills and competencies is in the first few years of a child's life.

By encouraging creativity and imagination, we are promoting children's ability to explore and comprehend their world and increasing their opportunities to make new connections and reach new understandings.
Bernadette Duffy, (2006), Supporting Creativity and Imagination in the Early Years, Oxford University Press.
Why are the first three years so crucial for learning?

Research by neuroscientists Shonkoff and Philipps[1] demonstrates that high quality social and cultural experiences are more critical in the early years for the development of healthy brains and well-rounded personalities than at any other time during the rest of childhood and adulthood. These critical experiences include imaginative, creative and cultural opportunities which can help children to build contexts, make meaning and deepen their understanding.

Earlyarts feels strongly about trying to get this right, as far as we know how to, because this web of synaptic connections holds the key to our personalities - it is what makes us uniquely who we are, mentally, physically, spiritually and emotionally, in the same way that DNA makes us uniquely who we are genetically. In short, a healthy and creative environment in the first three years of life, coupled with strong attachment to their significant carers, leads to the development of well-rounded human beings. We don't know many people who would argue against that!

Where do the arts and creativity fit in?

Given the impact on brain development that early experiences have, it is not surprising that several studies have uncovered significant long-term impacts of creative environments. They highlight how creative activities that encourage positive relationships can support the rapid blooming of synapses, leading to the formation of well-rounded personalities, good attachment, self-esteem and better mental health.[2]

Research shows how some musical approaches can activate the same areas of the brain that are also activated during mathematical processing. It appears that early musical training begins to build the same neural networks that are later used for numerical tasks.[3] In fact, a large body of evidence suggests that music-making in early childhood can develop the perception of different phonemes and the auditory cortex and hence aid the development of language learning as well as musical behaviour.[4]

Because of this, several music education methods, including Suzuki, Kodaly, Orff and Dalcroze are designed to give children stage (not age)-based, structured musical activities from very young ages. The programme (based on Venezuela's El Systema programme) illustrated how a large scale approach to music-making in the foundation years can lead to enhanced academic achievement and engagement in learning, especially for children with special educational needs or those for whom music opportunities would not otherwise have been available.

Similarly, drama and role play can stimulate the same synapses that focus on spoken language; painting can stimulate the visual processing system that recalls memory or creates fantasy; movement, drawing and clay modelling link to the development of gross and fine motor skills. However, we need to bear in mind that the connections between different experiences and different parts of the brain are incredibly complex, far beyond the evidence we have collated here. What we do know about brain development is minute compared to what we don't yet know.

What happens to children if we get it 'wrong'?

Getting it 'wrong' is a highly sensitive term, loaded with social and emotional judgements about what constitutes good or bad parenting, so we will try to offer some responsible thoughts to this phrase. Based on the fMRI images we can access of young babies' brains, it is a widely held belief that neglect and other adverse experiences (e.g. lack of experiences) in the early years can have a profound effect on how children are emotionally 'wired'. This can deeply influence their emotional responses to events and their ability to form attachments or to empathise with other people.[5]

It could be surmised from this research that, if children are denied high quality, creative experiences, for whatever reason (entitlement, economics, cultural, societal), the synapses that are predisposed to imagination, auditory, linguistic, physical or creative thinking skills will be pruned, making it difficult to reconnect those synapses further down the line.

This image from the Child Trauma Academy led by Bruce D Perry, MD, PhD, is frequently used to demonstrate the physical impacts of neglect on a child's brain. The CT scan of the brain on the right is that of a three year old who has grown up in a Romanian orphanage and has been denied the natural sensory experiences of the healthy three year old child on the left, although we don't have access to the actual case details of these two children. It is considered a strong demonstration of extreme shrinkage due to the harsh pruning activity that has taken place as a result of the lack of stimulating experiences. However, it is also possible that the skull on the right has not formed to the same size as the skull on the left possibly because of malnutrition.

Whatever the story behind these two children's brains, the fact remains that we owe it to our children to facilitate their best possible experiences of love and learning from the minute we are aware of their gestation in the womb.

You might also be interested in these articles:

[1] David, T., Goouch, K., Powell, S. and Abbott, L. (2003)Young Brains, DfES Research Report Number 444: Birth to Three Matters: A Review of the Literature, Nottingham: Queen's Printer. pp. 117-127.

[2] Zero to Three: Brain Development

[3] Sousa, D (2006), How the arts develop the brain, School Superintendents Association.

[4] Lonie, D. (2010), Early Years Evidence Review: Assessing the outcomes of early years music making, London: Youth Music, p. 13.

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Creativity in Early Brain Development - Earlyarts

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Babies brains are amazing powerhouses that appear to appear to grow in response to creative environments. The reason why children learn holistically and heuristically (i.e. experientially) is because they are going through a unique experience - the young brain makes billions of new connections with every bit of knowledge that is taken in, in order to make sense of it.